现象学教育学体验观下的中学语文教育人文性解读
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摘要
中学语文体验式教学是根据《语文课程标准》的精神,结合语文教育的特点而提出的一种新的教学方式。它是一种比较开放、比较自主的学习方式,鼓励学生主动建构,积极内化,将体验转化为自身的一部分,从而获得情感的碰撞与意义的生成。这种教学方式早已被教育界广泛关注,多方讨论,具备了一定的理论性和实践性。但是,在深入研究中学语文体验式教学实践应用的具体实施办法方面还有所欠缺,本文试图就此进行一点探索。
现象学,不是一套内容固定的学说,而是一种通过“直接的认识”来描述现象的研究方法,主张在各人文学科内运用现象学描述或者本质还原法,从中获取较直接,较真实准确的知识。体验观是现象学的一种观点,注重在体验的过程中感悟思考,进而来获得知识或者经验的一种方法,其中体验的过程有直接情景再现或观摩等。通过联系教育学、现象学,认为应当让学生在主动积极的思维和情感活动中,加深理解和体验,有所感悟和思考,受到情感的熏陶,获得思维的启迪,享受学习中学语文的乐趣。本论文首先对体验式教学进行概述,在对体验观、体验式教学的内涵进行阐述的基础上,笔者定义体验式教学就是根据学生掌握的知识结构,思维成长规律,教师创造或者重现相同的或者相似的场景,来呈现出教学的内容,让学生在体验的过程中,理解和建构知识,进而达到对兴趣和能力的培养,起到促进语文学习的作用。然后通过与实证主义作比,指出体验观更注重以人为本,以个人的生命历程为基本,注重通过体验来学习,进而还原到生命本真。此外还阐述了体验式教学的价值和理论基础。
然后通过对中学语文体验式教学的现状进行分析,对比了体验观与实证主义哲学教育观,也指出了一些问题,并针对问题进行个案分析,主要从教师原因和学生原因两个方面进行探讨。
最后对体验观在中学语文教育中的应用和对策进行探讨,从精神启蒙,思维启迪,教学艺术三方面进行论述。在实际的课堂教学中,教师可以根据实际情况灵活恰当的引导学生进行体验。
体验式教学渗透在语文学习的全过程中,体现了新课程标准重视学生主体性的精神,体现了一种开放式的教学观念。
The middle school language experience type teaching is according to the spirit of Chinese course standard, combined with the characteristics of Chinese language education and puts forward a new way of teaching. It is a more open, more independent study way, and encourage students to actively constructing, positive, will experience transformation to internalize for part of their own, so as to achieve the collision of emotion and significance of generation. The teaching mode has already been education, DuoFang discuss attention, have a certain amount of theory and practice. But, in the thorough research the middle school language experience type teaching practice application of specific implementation measures's not, this article tries to explore this a bit.
Phenomenology, is not a set of fixed the theory, the content but a through the "direct know" to describe the phenomenon that the research methods, in the humanities within the phenomenological description or the essence reduction method, get a direct, a true accurate knowledge. Experience is a kind of phenomenology view point, pay attention to in the experience in the process of the thinking, and then to get feeling knowledge or experience of a kind of method, the experience of the process has direct scene playback or viewing, etc. Through the contact pedagogy, phenomenology, think should let students in active thought and emotion activity, deepen the understanding and experience, aware and thinking, emotional influence, and get by thinking enlightenment, and enjoy the fun of middle school language learning. This paper first Outlines of the experience of teaching, in view of the experience of experience, the connotation of the teaching on the basis of the experience, the author defined the teaching is according to the students to master the knowledge structure of the thinking law of growth, creating or reproduced the teachers or similar scene, to present a teaching content, let the student experience in the process of construction, understanding and knowledge, and then reach to interest and ability training, promote Chinese learning effect. Then through and positivism, and points out that the experience than view more attention to people-centered and personal life experience as the basic, pay attention to through the experience to learn, and then returned to a real life. In addition, it also expounds the value of experience teaching and theoretical basis.
Then through to the middle school language of the experience of teaching are analyzed, and compared the experience view and positivism education, and points out some problems, and in the light of the problems in case analysis, mainly from the teachers and students reason causes two aspects are discussed.
The experience in the middle school language education view of the application and the countermeasures are discussed, from the spiritual enlightenment, thinking enlightenment, and teaching art three are expounded. In actual teaching in class, the teacher can according to the actual situation of the flexible proper guide the student to carry on the experience.
Experience type teaching penetration in Chinese learning, reflect the whole process of the new curriculum standard pay attention to students' subjective spirit, reflected a kind of open mode teaching idea.
现象学,不是一套内容固定的学说,而是一种通过“直接的认识”来描述现象的研究方法,主张在各人文学科内运用现象学描述或者本质还原法,从中获取较直接,较真实准确的知识。体验观是现象学的一种观点,注重在体验的过程中感悟思考,进而来获得知识或者经验的一种方法,其中体验的过程有直接情景再现或观摩等。通过联系教育学、现象学,认为应当让学生在主动积极的思维和情感活动中,加深理解和体验,有所感悟和思考,受到情感的熏陶,获得思维的启迪,享受学习中学语文的乐趣。本论文首先对体验式教学进行概述,在对体验观、体验式教学的内涵进行阐述的基础上,笔者定义体验式教学就是根据学生掌握的知识结构,思维成长规律,教师创造或者重现相同的或者相似的场景,来呈现出教学的内容,让学生在体验的过程中,理解和建构知识,进而达到对兴趣和能力的培养,起到促进语文学习的作用。然后通过与实证主义作比,指出体验观更注重以人为本,以个人的生命历程为基本,注重通过体验来学习,进而还原到生命本真。此外还阐述了体验式教学的价值和理论基础。
然后通过对中学语文体验式教学的现状进行分析,对比了体验观与实证主义哲学教育观,也指出了一些问题,并针对问题进行个案分析,主要从教师原因和学生原因两个方面进行探讨。
最后对体验观在中学语文教育中的应用和对策进行探讨,从精神启蒙,思维启迪,教学艺术三方面进行论述。在实际的课堂教学中,教师可以根据实际情况灵活恰当的引导学生进行体验。
体验式教学渗透在语文学习的全过程中,体现了新课程标准重视学生主体性的精神,体现了一种开放式的教学观念。
The middle school language experience type teaching is according to the spirit of Chinese course standard, combined with the characteristics of Chinese language education and puts forward a new way of teaching. It is a more open, more independent study way, and encourage students to actively constructing, positive, will experience transformation to internalize for part of their own, so as to achieve the collision of emotion and significance of generation. The teaching mode has already been education, DuoFang discuss attention, have a certain amount of theory and practice. But, in the thorough research the middle school language experience type teaching practice application of specific implementation measures's not, this article tries to explore this a bit.
Phenomenology, is not a set of fixed the theory, the content but a through the "direct know" to describe the phenomenon that the research methods, in the humanities within the phenomenological description or the essence reduction method, get a direct, a true accurate knowledge. Experience is a kind of phenomenology view point, pay attention to in the experience in the process of the thinking, and then to get feeling knowledge or experience of a kind of method, the experience of the process has direct scene playback or viewing, etc. Through the contact pedagogy, phenomenology, think should let students in active thought and emotion activity, deepen the understanding and experience, aware and thinking, emotional influence, and get by thinking enlightenment, and enjoy the fun of middle school language learning. This paper first Outlines of the experience of teaching, in view of the experience of experience, the connotation of the teaching on the basis of the experience, the author defined the teaching is according to the students to master the knowledge structure of the thinking law of growth, creating or reproduced the teachers or similar scene, to present a teaching content, let the student experience in the process of construction, understanding and knowledge, and then reach to interest and ability training, promote Chinese learning effect. Then through and positivism, and points out that the experience than view more attention to people-centered and personal life experience as the basic, pay attention to through the experience to learn, and then returned to a real life. In addition, it also expounds the value of experience teaching and theoretical basis.
Then through to the middle school language of the experience of teaching are analyzed, and compared the experience view and positivism education, and points out some problems, and in the light of the problems in case analysis, mainly from the teachers and students reason causes two aspects are discussed.
The experience in the middle school language education view of the application and the countermeasures are discussed, from the spiritual enlightenment, thinking enlightenment, and teaching art three are expounded. In actual teaching in class, the teacher can according to the actual situation of the flexible proper guide the student to carry on the experience.
Experience type teaching penetration in Chinese learning, reflect the whole process of the new curriculum standard pay attention to students' subjective spirit, reflected a kind of open mode teaching idea.
引文
①李君.现象学教育学浅述.J.伊犁师范学院学报.2008.1
①高伟.关于教育现象学的几个根本问题.M.当代教育科学.2007.9
①王红彬.教师专业成长过程中的知识培养.J.湖南师范大学2004
①王莉萍.生活世界视域下的语文教学探究.J.河南大学.2010
①郭秋月.关于教师条件性知识的思考——内涵及培养与提升对策.J.湖北第二师范学院学报.2009.5
①范宝舟.论交往与物质生产之间的内在张力.J.武汉大学学报:人文科学版.2008.1
①阎伟.从萨特的实践观念看实践美学的发展.J.武汉理工大学学报:社会科学版.2007.6
①武爱萍.新课程理念下如何重塑教师、学生和媒体角色.J.中小学信息技术教育.2009.9
②项淳芳王柏民.“思想道德修养与法律基础课”体验性教学范式探索.J.教育评论2008.6
①尹辅能.认识课程性质调整价值取向——中小学语文课程改革管见.J.2002.1
[1]曹明海.语文教育文化过程研究[M].济南:山东人民出版社,2005 .
[2]大卫?杰弗里?史密斯.全球化与后现代教育学[M]郭元祥译.北京:教育科学出版社,2000.
[3]刘淼.当代语文教育学[M].北京:高等教育出版社,2005.
[4]威廉F ?派纳威廉M ?雷诺兹等.理解课程(上)[M]张华等译.北京:教育科学出版社,2003.
[5] [加]马克斯?范梅南.教学机智——教育智慧的意蕴[M].李树英译,北京:教育科学出版社,2001.
[6]孙迎光.主体教育理论的哲学思考[M].南京:南京师范大学出版社,2003.
[7]张华.经验课程论[M].上海:上海教育出版社,2000.
[8]马克斯?范梅南.生活体验研究——人文科学视野中的教育学[M].宋广文等译,北京:教育科学出版社,2003.
[9]石中英.教育哲学导论[M].北京:北京师范大学出版社,2002.
[10]郑燕祥.教育范式转变:效能保证[M].上海:上海教育出版社,2006.
[11]辛继湘.体验式教学研究[M].长沙:湖南大学出版社,2005.
[12]刘国正,顾黄初,章熊.中国语文教育丛书[M].成都:四川教育出版社,2000.
[13]董菊初.张志公语文教育思想概说[M].北京:人民教育出版社,2001.
[14]朱小蔓.情感教育论纲[M].南京:南京出版社,1993.
[15]童庆炳.现代心理美学[M].北京:中国社会科学出版社,1993.
[1] Iso Kern,倪梁康.现象学在中国[J] .江海学刊,2000(1):18.
[2]朱光明.范梅南现象学教育学思想探析[J].比较教育学,2005(4):19.
[3]张荣.体验式教学的创新性与实施条件[J].吉林省教育学院学报,2007(11):55.
[4]郝文斌.思想政治理论课体验式教学研究[J].黑龙江高教研究,2008(5):137.
[5]张振国.从教学论角度看中小学语文教学内容的改革[J].教育评论,1994(3):28.
[6]李鹊起.语文教学如何由应试教育向素质教育转轨[J].语文教学与研究,1997(7):72.
[7]仲哲明.我国中小学语文教学研究的现状和展望[J].语言文字应用,1995(4):34.
[8]侯迪夫.影响二十年语文教育的原因反思[J].淮海工学院学报,2004(12):46.
[9]余应源.中小学语文教学轴心论[J].江西师范大学学报,1994(2):12.
[10]杨代忠.加强语言教学是提高中学语文教学效率的关键[J].怀化师专学报,1994(2):7.
[11]叶澜.重建课堂教学价值观[J].教育研究,2002(5):9.
[12]童庆炳.经验、体验与文学[J].北京师范大学学报(人文社科版),2000(1):40.
[13]李吉林.谈情境教育的课堂操作要义[J].教育研究,2002(3):35.
[14]陈旭远.促进学生体验的教学策略[J].中国教育学刊,2004(4):49.
[15]施国柱.“体验”教学法的创建和实践[J].教育发展研究,2002(10):94.
[16]蒋家傅.论情境学习活动的设计[J].电化教育研究, 2005(5 ):58.
[17]孙立仁.教学实践是教学设计研究的源泉与归宿[J].电化教育研究,2006(2):36.
[18]燕良轼;马秋丽.论生命视野中的师生关系[J].教师教育研究,2006(1):9.
[19]曹石珠.论课堂教学的体验缺失及其矫正[J].教育科学,2004(1):15.
[20]王东.构建我国学校培养学生实践能力的基本模式[J].教育科学,2005(1):45.
[21]刘磊.实践能力:含义、结构及培养对策[J].教育科学,2005(2):36.
[22]李宏新.对新时期我国培养中小学生实践能力问题的回顾[J].教育科学,2005(2):17.
[23]李英.一种教育学话语——初探教育学的体验范畴[J].教育理论与实践,2001(12):8.
[24]肖海平.体验式教学:素质教育的理想选择[J].教育实践与研究,2004(1):45.
[25]王攀峰.论走向生活世界的教学目的观[J].教育研究,2007(1):61.
[26]张传燧.教育到底应如何面对生活[J].教育研究,2007(8):18.
[27]王文静.情境认知与学习理论研究述评[J].全球教育展望,2002(1):9.
①高伟.关于教育现象学的几个根本问题.M.当代教育科学.2007.9
①王红彬.教师专业成长过程中的知识培养.J.湖南师范大学2004
①王莉萍.生活世界视域下的语文教学探究.J.河南大学.2010
①郭秋月.关于教师条件性知识的思考——内涵及培养与提升对策.J.湖北第二师范学院学报.2009.5
①范宝舟.论交往与物质生产之间的内在张力.J.武汉大学学报:人文科学版.2008.1
①阎伟.从萨特的实践观念看实践美学的发展.J.武汉理工大学学报:社会科学版.2007.6
①武爱萍.新课程理念下如何重塑教师、学生和媒体角色.J.中小学信息技术教育.2009.9
②项淳芳王柏民.“思想道德修养与法律基础课”体验性教学范式探索.J.教育评论2008.6
①尹辅能.认识课程性质调整价值取向——中小学语文课程改革管见.J.2002.1
[1]曹明海.语文教育文化过程研究[M].济南:山东人民出版社,2005 .
[2]大卫?杰弗里?史密斯.全球化与后现代教育学[M]郭元祥译.北京:教育科学出版社,2000.
[3]刘淼.当代语文教育学[M].北京:高等教育出版社,2005.
[4]威廉F ?派纳威廉M ?雷诺兹等.理解课程(上)[M]张华等译.北京:教育科学出版社,2003.
[5] [加]马克斯?范梅南.教学机智——教育智慧的意蕴[M].李树英译,北京:教育科学出版社,2001.
[6]孙迎光.主体教育理论的哲学思考[M].南京:南京师范大学出版社,2003.
[7]张华.经验课程论[M].上海:上海教育出版社,2000.
[8]马克斯?范梅南.生活体验研究——人文科学视野中的教育学[M].宋广文等译,北京:教育科学出版社,2003.
[9]石中英.教育哲学导论[M].北京:北京师范大学出版社,2002.
[10]郑燕祥.教育范式转变:效能保证[M].上海:上海教育出版社,2006.
[11]辛继湘.体验式教学研究[M].长沙:湖南大学出版社,2005.
[12]刘国正,顾黄初,章熊.中国语文教育丛书[M].成都:四川教育出版社,2000.
[13]董菊初.张志公语文教育思想概说[M].北京:人民教育出版社,2001.
[14]朱小蔓.情感教育论纲[M].南京:南京出版社,1993.
[15]童庆炳.现代心理美学[M].北京:中国社会科学出版社,1993.
[1] Iso Kern,倪梁康.现象学在中国[J] .江海学刊,2000(1):18.
[2]朱光明.范梅南现象学教育学思想探析[J].比较教育学,2005(4):19.
[3]张荣.体验式教学的创新性与实施条件[J].吉林省教育学院学报,2007(11):55.
[4]郝文斌.思想政治理论课体验式教学研究[J].黑龙江高教研究,2008(5):137.
[5]张振国.从教学论角度看中小学语文教学内容的改革[J].教育评论,1994(3):28.
[6]李鹊起.语文教学如何由应试教育向素质教育转轨[J].语文教学与研究,1997(7):72.
[7]仲哲明.我国中小学语文教学研究的现状和展望[J].语言文字应用,1995(4):34.
[8]侯迪夫.影响二十年语文教育的原因反思[J].淮海工学院学报,2004(12):46.
[9]余应源.中小学语文教学轴心论[J].江西师范大学学报,1994(2):12.
[10]杨代忠.加强语言教学是提高中学语文教学效率的关键[J].怀化师专学报,1994(2):7.
[11]叶澜.重建课堂教学价值观[J].教育研究,2002(5):9.
[12]童庆炳.经验、体验与文学[J].北京师范大学学报(人文社科版),2000(1):40.
[13]李吉林.谈情境教育的课堂操作要义[J].教育研究,2002(3):35.
[14]陈旭远.促进学生体验的教学策略[J].中国教育学刊,2004(4):49.
[15]施国柱.“体验”教学法的创建和实践[J].教育发展研究,2002(10):94.
[16]蒋家傅.论情境学习活动的设计[J].电化教育研究, 2005(5 ):58.
[17]孙立仁.教学实践是教学设计研究的源泉与归宿[J].电化教育研究,2006(2):36.
[18]燕良轼;马秋丽.论生命视野中的师生关系[J].教师教育研究,2006(1):9.
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[20]王东.构建我国学校培养学生实践能力的基本模式[J].教育科学,2005(1):45.
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