人教版语文教材与《美国语文》的比较研究
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摘要
基础教育课程改革在全国范围内的推进,使我国教材的编辑和出版也由过去一枝独秀发展到当下的万紫千红争奇斗艳。语文教材的建设由过去的一纲一本转变成一纲多本,又从多本化走向多样化。在语文教材建设多样化的道路上,我们不能闭门造车,应该与发达国家的教材建设多多进行比较、借鉴。本文以人教版语文教材和《美国语文》这两套语文教科书为例,进行比较研究。
本文分别从两套语文教科书的设计思路与内部结构系统进行比较研究。发现彼此的异同,笔者发现这两套语文教科书在设计思路上,由于在后现代课程理论的指导下,均是以追求人的个性发展为目标,教材的内容均以人的发展为价值取向,教材的编排均符合学生的认知规律;但是由于中美两国在心理和文化等方面的差异,两者存在着巨大的不同。首先,两者的编制依据不同。其次,选文的文化内涵不同。分别从两套教科书的选文系统、练习系统以及助读系统做了比较分析。最后得出《美国语文》这套教材给我国的语文教材建设带来的可借鉴之处。首先,《美国语文》的编排与学生的心理特征相协调;其次,《美国语文》教材编排的学才化程度更高;再次,它更加关注学生的言语与写作实践。从每一课的编排上,我们可以发现《美国语文》的课后三位一体的练习很值得我们借鉴,而且十分看重知识、技能和策略的训练,同时也注重对学生批判性思维和批判阅读能力的训练。
Basic education curriculum reform in the nationwide promotion of our editorial and publishing materials from the past to the present thriving development Full flourish. Language teaching materials from the building of a network into a more than a gang, and from more than to the diversification of. The diversification of language teaching materials in the construction of the road, we can not work behind closed doors, it should be the construction of teaching materials and more developed countries compared to reference. In this paper, PEP language teaching materials and "American language" the language of these two sets of textbooks as an example, a comparative study.
In this paper, two sets of language textbooks from the design ideas and the internal structure of a comparative study of the system. Found in each other's similarities and differences, I found the language of these two sets of ideas in the design of the textbook, as in the post-modern theory, under the guidance of course, are based on the pursuit of human personality development, materials development are human values, teaching students the structure are in line with the laws of cognition; However, due to China and the United States in the psychological and cultural differences, there existed a great difference. First of all, the basis of two different preparation. Secondly, the election of a different cultural connotation of the text. Two sets of textbooks from the text of the election system, exercise system, as well as time to help do a comparative analysis of the system. Came to the conclusion that "American language" The language of teaching materials to China's building materials can be brought about lessons. First of all, the "American language" with the students the structure of the coordination of the psychological characteristics; Secondly, the "American language" teaching arrangement of a higher degree of Xuecai; again, which the students pay more attention to the practice of speech and writing. Presentation from each class, we can find "American language" three-in-one after-school practice is worthy of our reference, and a very important knowledge, skills and training strategy, but also pay attention to the students critical thinking and critical reading skills
本文分别从两套语文教科书的设计思路与内部结构系统进行比较研究。发现彼此的异同,笔者发现这两套语文教科书在设计思路上,由于在后现代课程理论的指导下,均是以追求人的个性发展为目标,教材的内容均以人的发展为价值取向,教材的编排均符合学生的认知规律;但是由于中美两国在心理和文化等方面的差异,两者存在着巨大的不同。首先,两者的编制依据不同。其次,选文的文化内涵不同。分别从两套教科书的选文系统、练习系统以及助读系统做了比较分析。最后得出《美国语文》这套教材给我国的语文教材建设带来的可借鉴之处。首先,《美国语文》的编排与学生的心理特征相协调;其次,《美国语文》教材编排的学才化程度更高;再次,它更加关注学生的言语与写作实践。从每一课的编排上,我们可以发现《美国语文》的课后三位一体的练习很值得我们借鉴,而且十分看重知识、技能和策略的训练,同时也注重对学生批判性思维和批判阅读能力的训练。
Basic education curriculum reform in the nationwide promotion of our editorial and publishing materials from the past to the present thriving development Full flourish. Language teaching materials from the building of a network into a more than a gang, and from more than to the diversification of. The diversification of language teaching materials in the construction of the road, we can not work behind closed doors, it should be the construction of teaching materials and more developed countries compared to reference. In this paper, PEP language teaching materials and "American language" the language of these two sets of textbooks as an example, a comparative study.
In this paper, two sets of language textbooks from the design ideas and the internal structure of a comparative study of the system. Found in each other's similarities and differences, I found the language of these two sets of ideas in the design of the textbook, as in the post-modern theory, under the guidance of course, are based on the pursuit of human personality development, materials development are human values, teaching students the structure are in line with the laws of cognition; However, due to China and the United States in the psychological and cultural differences, there existed a great difference. First of all, the basis of two different preparation. Secondly, the election of a different cultural connotation of the text. Two sets of textbooks from the text of the election system, exercise system, as well as time to help do a comparative analysis of the system. Came to the conclusion that "American language" The language of teaching materials to China's building materials can be brought about lessons. First of all, the "American language" with the students the structure of the coordination of the psychological characteristics; Secondly, the "American language" teaching arrangement of a higher degree of Xuecai; again, which the students pay more attention to the practice of speech and writing. Presentation from each class, we can find "American language" three-in-one after-school practice is worthy of our reference, and a very important knowledge, skills and training strategy, but also pay attention to the students critical thinking and critical reading skills
引文
1.李建平.教材多样化的实质是什么?.中国教育报,2002(11),17
2.顾黄初,顾振彪.语文课程与语文教材.社会科学文献出版社,2001,350- 351
3.国家教育委员会《九年义务教育教材编写方案》http:/www.hzedu.net/Template/govManage3.aspx?id=280。
4.白玉波.我国义务教育语文课程标准与美国马萨诸塞州英语语言艺术课程标准纲要的比较,西北师范大学2001级硕士学位论文, 1
5.顾明远,薛理银.比较教育导论—教育与国家发展.人民教育出版社,1996, 31
6.高月丽.中外母语教材对比分析.陕西教育,2003, 6
7.江苏母语课程教材研究所.当代外国语文课程教材评介.江苏教育出版社,2004,1
8.朱绍禹.中学语文教材概观.人民教育出版社,1997,49
9.吴文侃,杨汉清.比较教育学.人民教育出版社,2001,21
10.李秉德.教育科学研究方法.人民教育出版社,2001, 100-103
11.袁方.社会研究方法教程.北京大学出版社,2004,392
12.李秉德.教育科学研究方法.人民教育出版社,2001, 129-130
13.裴娣娜.教育研究方法导论.安徽教育出版社,2002,89
14.王荣生.语文科课程论基础.上海教育出版社,2003,132
15.黄光硕.语文教材论.人民教育出版社,1996,54
16.黄光硕.语文教材论.人民教育出版社,1996,52
17.顾明远.教育大辞典:第1卷.上海教育出版社,1990,285
18.马浩岚.美国语文.同心出版社,2004,1
19.马浩岚.美国语文.同心出版社,2004,1
20.秦健.他山之石—美国高中语文教材评介.中学语文教学参考,2004(4),18
21.国际世纪教育委员会.教育财富蕴藏其中.北京教育科学出版社,1996,85
22.王荣生.语文科课程论基础.上海教育出版社,2003,370
23.王荣生.语文科课程论基础.上海教育出版社,2003,370
24.朱绍禹.中学语文教材概观.人民教育出版社,1998,399
25.倪文锦,欧阳汝颖.语文教育展望.华东师范大学出版社,2002,228
26.马浩岚.美国语文.同心出版社,2004,2
27.缪佳琴.中美中学语文教材研究.西南大学2007届硕士学位论文30
28.阎立钦,倪文锦.语文教育学引论.高等教育出版社,1996,88
29.朱绍禹.美日苏语文教学.吉林吉林文史出版社,1991,60
30.马浩岚.美国语文.同心出版社,2004,524
31.马浩岚.美国语文.同心出版社,2004,390
32.马浩岚.美国语文.同心出版社,2004,809
33.柳士镇,洪宗礼.中外母语教材比较研究论集.江苏教育出版社,2001,438
34.洪宗礼.构建面向世纪中国语文教材创新体系的尝试.中学语文教学参考,2002(3),12
35.倪文锦,欧阳汝颖.语文教育展望.华东师范大学出版社,2002,290
36.倪文锦,欧阳汝颖.语文教育展望.华东师范大学出版社,2002,290
37.倪文锦,欧阳汝颖.语文教育展望.华东师范大学出版社,2002,290-291
38.都启扬,金盛华.语文教育新思维.社会科学文献出版社,2001,149
39.都启扬,金盛华。语文教育新思维。社会科学文献出版社,2001,151。
40.倪文锦.当前我国语文课程改革的十·大特点和趋势.教学月刊·中学版,2002(1),5。
41.刘森.当代语文教育学.高等教育出版社,2005,123
42.韩雪屏.中国当代阅读理论与阅读教学.四川教育出版社,1998,266
43.岳晓东.批判思维的形成与培养西方现代教育的实践及其启示.教育研究,2000(8),23
44.曾祥芹.国外阅读研究.河南教育出版社,1994, 183-184
45.倪文锦,欧阳汝颖.语文教育展望.华东师范大学出版,2002,95
46.张必隐.阅读心理学.北京师范大学出版社,2002,318
2.顾黄初,顾振彪.语文课程与语文教材.社会科学文献出版社,2001,350- 351
3.国家教育委员会《九年义务教育教材编写方案》http:/www.hzedu.net/Template/govManage3.aspx?id=280。
4.白玉波.我国义务教育语文课程标准与美国马萨诸塞州英语语言艺术课程标准纲要的比较,西北师范大学2001级硕士学位论文, 1
5.顾明远,薛理银.比较教育导论—教育与国家发展.人民教育出版社,1996, 31
6.高月丽.中外母语教材对比分析.陕西教育,2003, 6
7.江苏母语课程教材研究所.当代外国语文课程教材评介.江苏教育出版社,2004,1
8.朱绍禹.中学语文教材概观.人民教育出版社,1997,49
9.吴文侃,杨汉清.比较教育学.人民教育出版社,2001,21
10.李秉德.教育科学研究方法.人民教育出版社,2001, 100-103
11.袁方.社会研究方法教程.北京大学出版社,2004,392
12.李秉德.教育科学研究方法.人民教育出版社,2001, 129-130
13.裴娣娜.教育研究方法导论.安徽教育出版社,2002,89
14.王荣生.语文科课程论基础.上海教育出版社,2003,132
15.黄光硕.语文教材论.人民教育出版社,1996,54
16.黄光硕.语文教材论.人民教育出版社,1996,52
17.顾明远.教育大辞典:第1卷.上海教育出版社,1990,285
18.马浩岚.美国语文.同心出版社,2004,1
19.马浩岚.美国语文.同心出版社,2004,1
20.秦健.他山之石—美国高中语文教材评介.中学语文教学参考,2004(4),18
21.国际世纪教育委员会.教育财富蕴藏其中.北京教育科学出版社,1996,85
22.王荣生.语文科课程论基础.上海教育出版社,2003,370
23.王荣生.语文科课程论基础.上海教育出版社,2003,370
24.朱绍禹.中学语文教材概观.人民教育出版社,1998,399
25.倪文锦,欧阳汝颖.语文教育展望.华东师范大学出版社,2002,228
26.马浩岚.美国语文.同心出版社,2004,2
27.缪佳琴.中美中学语文教材研究.西南大学2007届硕士学位论文30
28.阎立钦,倪文锦.语文教育学引论.高等教育出版社,1996,88
29.朱绍禹.美日苏语文教学.吉林吉林文史出版社,1991,60
30.马浩岚.美国语文.同心出版社,2004,524
31.马浩岚.美国语文.同心出版社,2004,390
32.马浩岚.美国语文.同心出版社,2004,809
33.柳士镇,洪宗礼.中外母语教材比较研究论集.江苏教育出版社,2001,438
34.洪宗礼.构建面向世纪中国语文教材创新体系的尝试.中学语文教学参考,2002(3),12
35.倪文锦,欧阳汝颖.语文教育展望.华东师范大学出版社,2002,290
36.倪文锦,欧阳汝颖.语文教育展望.华东师范大学出版社,2002,290
37.倪文锦,欧阳汝颖.语文教育展望.华东师范大学出版社,2002,290-291
38.都启扬,金盛华.语文教育新思维.社会科学文献出版社,2001,149
39.都启扬,金盛华。语文教育新思维。社会科学文献出版社,2001,151。
40.倪文锦.当前我国语文课程改革的十·大特点和趋势.教学月刊·中学版,2002(1),5。
41.刘森.当代语文教育学.高等教育出版社,2005,123
42.韩雪屏.中国当代阅读理论与阅读教学.四川教育出版社,1998,266
43.岳晓东.批判思维的形成与培养西方现代教育的实践及其启示.教育研究,2000(8),23
44.曾祥芹.国外阅读研究.河南教育出版社,1994, 183-184
45.倪文锦,欧阳汝颖.语文教育展望.华东师范大学出版,2002,95
46.张必隐.阅读心理学.北京师范大学出版社,2002,318