人教版小学语文教科书中美育内容研究
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摘要
语文美育是美育的一部分。语文美育借助语文教材和语文教学活动中美的因素,培养学生自觉的审美意识和高尚的审美情趣,发展学生的审美能力,促进学生全面发展。语文美育的内容不仅包括语文教材中的美,而且还应包括语文教学活动中的美,语文教学活动既应包括课堂教学活动,也应包括课外教学活动。语文美育是以培养人为目标的教育活动,是素质教育的一部分,是一种全面发展的教育。它不只培养学生的审美意识、审美情趣和审美能力,还应包括人的自我完善和全面发展。
论文由以下三部分组成:
一、将现行人教版小学语文教科书1——12册中的课文、插图、语文园地、课后练习、资料袋等内容按自然美、社会美、科学美、艺术美分类。以此展现教科书中的美育因素。
二、教科书中美育内容呈现特点及简要分析。首先,归纳出美育内容的呈现特点。1图文并茂展示美。2围绕专题展示美。3集中分散相结合、以集中为主展示美。4多种美育因素并存,加强了教科书的育人功能。其次,对教材中的美育内容的呈现特点加以评析。
三、教科书中美育教学的实施建议。首先,教材研究建议。1、研究教材前,需研究课程标准。2、充分发掘教材中的美育因素。(1)教科书对课程标准美育目标的达成(2)教科书突出了部分美育因素。①教科书中突出了自然美的教育。②教科书中突出了社会美的教育。其次,教学实施建议。1研究学生是实施美育的前提。2利用多种途径实施美育。(1)利用教材中的插图实施审美教育。(2)抓住景物特点,实施审美教育。(3)抓住人物形象特征,实施审美教育。(4)立足教材,拓展课外阅读实施审美教育。
Chinese aesthetic education is part of aesthetic education. With the help of factors of beauty in Chinese teaching materials and activities, Chinese aesthetic education cultivates students’self-conscious aesthetic awareness and holy interests, develops students’aesthetic capability and promotes students’integrated development. The contents of Chinese aesthetic education consist of not only the beauty in the Chinese teaching materials but also the beauty in the Chinese teaching activities that include both classroom teaching activities and extracurricular ones. Chinese aesthetic education, which is the teaching activity with the purpose of fostering talents, is part of quality education and education of integrated development. It cultivates students’aesthetic awareness, interests and capability as well as personal self-perfection and integrated development.
The paper consists of the following three parts:
I. Some contents in Volume 1-12 of the Chinese textbooks of primary schools published by the People’s Educational Publishing House such as texts, pictures, Chinese information, after-class exercises and data section, etc. are classified according to natural beauty, social beauty, scientific beauty and artistic beauty so as to show the factors of aesthetic education in the textbooks.
II. The characteristics, advantages and disadvantages of presenting the contents of aesthetic education in the textbooks. First, the characteristics of presenting the contents of aesthetic education are summarized. 1. Excellent pictures and accompanying essays to show beauty. 2. Focus on special topics to show beauty. 3. Combine centralization and decentralization and give prominence to centralization to show beauty. Second, the advantages and disadvantages of the characteristics are evaluated.
III. The suggestions on carrying out the teaching of aesthetic education in the textbooks. The first are the suggestions on study of teaching materials. 1. Study of curriculum standards. 2. Study of textbooks. 1) Achievement of objectives of aesthetic education of curriculum standards in the textbooks. 2) Prominence is given to some factors of aesthetic education. a. The education of natural beauty is emphasized in the textbooks. b. The education of social beauty is attached great importance in the textbooks. 3. Study of students. The second are the suggestions on carrying out teaching. The approaches to carry out the aesthetic education are mainly dealt with: 1. use of pictures in the textbooks to carry out the aesthetic education. 2. grasping of characteristics of scenery to carry out the aesthetic education. 3. grasping of the personal image features to carry out the aesthetic education. 4. based on the textbooks to expand the extracurricular reading to carry out the aesthetic education.
论文由以下三部分组成:
一、将现行人教版小学语文教科书1——12册中的课文、插图、语文园地、课后练习、资料袋等内容按自然美、社会美、科学美、艺术美分类。以此展现教科书中的美育因素。
二、教科书中美育内容呈现特点及简要分析。首先,归纳出美育内容的呈现特点。1图文并茂展示美。2围绕专题展示美。3集中分散相结合、以集中为主展示美。4多种美育因素并存,加强了教科书的育人功能。其次,对教材中的美育内容的呈现特点加以评析。
三、教科书中美育教学的实施建议。首先,教材研究建议。1、研究教材前,需研究课程标准。2、充分发掘教材中的美育因素。(1)教科书对课程标准美育目标的达成(2)教科书突出了部分美育因素。①教科书中突出了自然美的教育。②教科书中突出了社会美的教育。其次,教学实施建议。1研究学生是实施美育的前提。2利用多种途径实施美育。(1)利用教材中的插图实施审美教育。(2)抓住景物特点,实施审美教育。(3)抓住人物形象特征,实施审美教育。(4)立足教材,拓展课外阅读实施审美教育。
Chinese aesthetic education is part of aesthetic education. With the help of factors of beauty in Chinese teaching materials and activities, Chinese aesthetic education cultivates students’self-conscious aesthetic awareness and holy interests, develops students’aesthetic capability and promotes students’integrated development. The contents of Chinese aesthetic education consist of not only the beauty in the Chinese teaching materials but also the beauty in the Chinese teaching activities that include both classroom teaching activities and extracurricular ones. Chinese aesthetic education, which is the teaching activity with the purpose of fostering talents, is part of quality education and education of integrated development. It cultivates students’aesthetic awareness, interests and capability as well as personal self-perfection and integrated development.
The paper consists of the following three parts:
I. Some contents in Volume 1-12 of the Chinese textbooks of primary schools published by the People’s Educational Publishing House such as texts, pictures, Chinese information, after-class exercises and data section, etc. are classified according to natural beauty, social beauty, scientific beauty and artistic beauty so as to show the factors of aesthetic education in the textbooks.
II. The characteristics, advantages and disadvantages of presenting the contents of aesthetic education in the textbooks. First, the characteristics of presenting the contents of aesthetic education are summarized. 1. Excellent pictures and accompanying essays to show beauty. 2. Focus on special topics to show beauty. 3. Combine centralization and decentralization and give prominence to centralization to show beauty. Second, the advantages and disadvantages of the characteristics are evaluated.
III. The suggestions on carrying out the teaching of aesthetic education in the textbooks. The first are the suggestions on study of teaching materials. 1. Study of curriculum standards. 2. Study of textbooks. 1) Achievement of objectives of aesthetic education of curriculum standards in the textbooks. 2) Prominence is given to some factors of aesthetic education. a. The education of natural beauty is emphasized in the textbooks. b. The education of social beauty is attached great importance in the textbooks. 3. Study of students. The second are the suggestions on carrying out teaching. The approaches to carry out the aesthetic education are mainly dealt with: 1. use of pictures in the textbooks to carry out the aesthetic education. 2. grasping of characteristics of scenery to carry out the aesthetic education. 3. grasping of the personal image features to carry out the aesthetic education. 4. based on the textbooks to expand the extracurricular reading to carry out the aesthetic education.
引文
1、郭 成,赵伶俐:美育心理学——让教与学充满美感和生机[M].北京:警官教育出版社, 1998:45-50
2、万福成,李 绒:语文教育美学论[M].青岛:青岛海洋大学出版社,2001:23-28
3、钟志贤,范才生:素质教育——中国基础教育的使命[M].福洲:福建教育出版社,1998:112-116
4、李方晴,姜晓华:美育与学校教育[M].北京:北京理工大学出版社,2004:78-81
5、杨辛,甘霖:美学原理新编[M].北京:北京大学出版社,2003 :110-115
6、张 奇:儿童审美心理发展与教育[M].北京:北京师范大学出版社,2001:33-38
7、彭天翼:语文美育论[M].长沙:湖南师范大学出版社,1999:102-103
8、马国强:语文素质教育论[M].郑州:河南大学出版社,1999:78-79
9、高叔平:蔡元培美育论集[M].长沙:湖南教育出版社,1997:21-22
10、杨咏祁:审美形态通论[M].南京:南京大学出版社,1991:82-83
11、杨 斌:语文美育叙论[M].南京:南京师范大学出版社,2005:95-96
12、孙俊三:教育过程的美学意蕴[M].长沙:湖南师范大学出版社, 2006:102-103
13、翟启明:新课标语文教学论研究[M].成都:四川大学出版社,2005:66-67
14、冉祥华:美育与创造力[M].郑州:河南人民出版社, 2004:23-24
15、曹明海,钱加清:语文课程与教学论[M].济南:山东人民出版社, 2005:108-109
16、熊开明:小学语文新课程教学法[M].北京:首都师范大学出版社,2004:42-45
17、李方晴,姜晓华:美育与学校教育[M].北京:北京理工大学出版社, 2004:51-52
18、瞿葆奎:美育[M].北京:人民教育出版社, 1987:112-113
19、苑淑娅,马长生:美育教程[M].郑州:河南大学出版社, 1993:23-24
20、欧阳周,顾建华:美学新编[M].杭州:浙江大学出版社,1993:79-80
21、李刚:语文美育的目标与任务[J]. 教研天地,2005,22(11):12-14
22、戚廷贵:美学:审美理论[M].长春:东北师范大学出版社, 1992:28-29
23、斯托洛维奇:审美价值的本质[M].北京:中国社会科学院出版社, 2002:101-102
24、席勒:美育书简[M].北京:中国文联出版公司,1984:101-102
25、陈江:论语文美育与创新素质的培养[J].漳洲师范学院学报,2004,56(3):31-32
26、熊维民:创新---语文美育的终极目的[J].综合天地, 2004,33(5):23-24
27、曹海明:感应与塑造:语文审美教育论[M].青岛:中国海洋出版社, 1998:12-13
28、王瑜:也谈语文美育(一)——关于语文基本任务问题的探讨[J].黑龙江教育学院学报, 2005,21(3):12-13
29、阮冬初:重视语文美育与实施素质教育[J].台州学院学报,1996,32(4):32-33
30、王春岩:谈语文审美教育的作用[J].教育探索, 2004,52(1):51-52
31、阎增武:美学原理导论[M].山东:黄河出版社, 1991:33-34
32、钟为永:语文教育心理学——语文教育科学性﹑艺术性探索[M].北京:警官教育出版社, 1998:66-67
2、万福成,李 绒:语文教育美学论[M].青岛:青岛海洋大学出版社,2001:23-28
3、钟志贤,范才生:素质教育——中国基础教育的使命[M].福洲:福建教育出版社,1998:112-116
4、李方晴,姜晓华:美育与学校教育[M].北京:北京理工大学出版社,2004:78-81
5、杨辛,甘霖:美学原理新编[M].北京:北京大学出版社,2003 :110-115
6、张 奇:儿童审美心理发展与教育[M].北京:北京师范大学出版社,2001:33-38
7、彭天翼:语文美育论[M].长沙:湖南师范大学出版社,1999:102-103
8、马国强:语文素质教育论[M].郑州:河南大学出版社,1999:78-79
9、高叔平:蔡元培美育论集[M].长沙:湖南教育出版社,1997:21-22
10、杨咏祁:审美形态通论[M].南京:南京大学出版社,1991:82-83
11、杨 斌:语文美育叙论[M].南京:南京师范大学出版社,2005:95-96
12、孙俊三:教育过程的美学意蕴[M].长沙:湖南师范大学出版社, 2006:102-103
13、翟启明:新课标语文教学论研究[M].成都:四川大学出版社,2005:66-67
14、冉祥华:美育与创造力[M].郑州:河南人民出版社, 2004:23-24
15、曹明海,钱加清:语文课程与教学论[M].济南:山东人民出版社, 2005:108-109
16、熊开明:小学语文新课程教学法[M].北京:首都师范大学出版社,2004:42-45
17、李方晴,姜晓华:美育与学校教育[M].北京:北京理工大学出版社, 2004:51-52
18、瞿葆奎:美育[M].北京:人民教育出版社, 1987:112-113
19、苑淑娅,马长生:美育教程[M].郑州:河南大学出版社, 1993:23-24
20、欧阳周,顾建华:美学新编[M].杭州:浙江大学出版社,1993:79-80
21、李刚:语文美育的目标与任务[J]. 教研天地,2005,22(11):12-14
22、戚廷贵:美学:审美理论[M].长春:东北师范大学出版社, 1992:28-29
23、斯托洛维奇:审美价值的本质[M].北京:中国社会科学院出版社, 2002:101-102
24、席勒:美育书简[M].北京:中国文联出版公司,1984:101-102
25、陈江:论语文美育与创新素质的培养[J].漳洲师范学院学报,2004,56(3):31-32
26、熊维民:创新---语文美育的终极目的[J].综合天地, 2004,33(5):23-24
27、曹海明:感应与塑造:语文审美教育论[M].青岛:中国海洋出版社, 1998:12-13
28、王瑜:也谈语文美育(一)——关于语文基本任务问题的探讨[J].黑龙江教育学院学报, 2005,21(3):12-13
29、阮冬初:重视语文美育与实施素质教育[J].台州学院学报,1996,32(4):32-33
30、王春岩:谈语文审美教育的作用[J].教育探索, 2004,52(1):51-52
31、阎增武:美学原理导论[M].山东:黄河出版社, 1991:33-34
32、钟为永:语文教育心理学——语文教育科学性﹑艺术性探索[M].北京:警官教育出版社, 1998:66-67