新课程诗意语文教学探索
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摘要
作为传承中华五千年文化的学科,语文教学应该具有诗意情怀,应该给学生开辟一片自由的天地,让他们的心灵留存一片诗意的绿洲。语文课的意义绝不仅仅在于教给学生某种知识和技能,更重要的是,它通过一篇篇凝聚作家灵感、激情和思想的文字,潜移默化地影响学生的情感、情趣和情操,影响学生对世界的感受、思考及表达方式,并最终积淀成学生的价值观和人生观。《普通高中语文课程标准》指出:语文教育是审美的,诗意的,充满情趣的。新课标启示我们有必要重新认定诗意才是语文教学的发展,语文教育的过程应该是诗一般的审美创造过程,是用教师的诗心去感染学生的情绪、陶冶学生的情操的过程。世纪之交的语文教改呼唤诗意的回归,人文性的语文呼唤诗意,众多语文教师也正在积极探索语文的诗意。诗意语文的提出是语文教育、语文课程发展的必然走向,是新课程改革的一个突破口。很多语文教师都把诠释诗意语文,构建诗意课堂当作自己追求的目标,课堂教学的每个环节都在重新审视和定位,教学一线的语文教师要准确把握语文教学的诗性和语文课堂的诗意却并非易如反掌,故决定选取这一命题进行研究。
本文的研究对象是新课程诗意语文教学,通过文献分析、实验研究和理论分析等方法针对诗意语文教学的现状进行分析、概括和创新,试图深入研究诗意语文对语文教学的价值意义以及如何在实践中更好地运用,全文共分五个部分。第一部分主要阐述了诗意语文的内涵及对新课程的价值意义,从对诗意和诗意语文的理解和倡导诗意语文教学的价值意义两个方面展开。关于诗意语文的基本内涵,追溯根源,尝试着界定这一关键词。本篇中认为“诗意语文”是指在新课改的思想指导下,注重课堂教学的生成性,相机诱导,因材施教,灵活地、创造性、富有激情地上好每一节语文课。第二部分主要分析了诗意语文教学的特征及实现师生诗意栖居的原则。第三部分讨论了诗意语文教学的教师建构。第四部分举例详细阐述了诗意语文教学的基本思路与教学实践策略,分别列举了感悟教学策略、唤醒教学策略和自由对话策略。第五部分讨论的是诗意语文教学应注意的问题。
目前,诗意语文的探索者对诗意语文这个理念虽然有了一些论述,但仍没有一个明确的界定,对诗意语文教学的实施策略等问题仍处在探索、研究和论证之中,需要我们在教学实践中继续努力去研究加以完善。
Chinese teaching, as a Chinese traditional subject, should be provided with poetry and cut a free land for students to keep a poetry oasis in their minds. The significant for Chinese teaching is not only teaching knowledge and skills but, more important, is to deposit a sense of worth and philosophy through exerting a subtle influence on students sensibility, interest and sentiment by the words with writers’inspirations passions and thoughts. Ordinary high school Chinese New Curriculum Standard has pointed out that Chinese teaching is aesthetic, poetic and full of interest. New Curriculum inspires us that poetry is the aim to Chinese teaching development; process for Chinese teaching should be the process for creating taste, communicating and edifying student’s sentiments. Chinese innovation calls for the return of poetry which is explored by many Chinese teachers in the beginning of the century. It is the necessary drift and sally port for Chinese curriculum development to put forward the poetry Chinese. Many Chinese teachers make poetry Chinese explanation and Poetry class construction as their pursuits. And as every teaching tache is resurveyed, it is difficult for Chinese teachers to master the poetry classes in Chinese teaching. That is why I choose this topic to search.
The thesis is researching poetry Chinese in new curriculum which consists of five parts, including it significant and usage in practice. Through the methods of dissertation analysis, experiments and theory analysis, we analyze, summarize and create the poetry Chinese teaching situation and try to deeply research the significant of poetry Chinese and how to use it practically. The first part states the connotation and significant of the poetry Chinese which will start from the understand of poetry and poetry Chinese, and its significant in Chinese teaching. As for the connotation of poetry Chinese, I will try to define this key word. In my opinion, it is, under the new curriculum innovation, having every Chinese lesson with creation and passion. The second part analyses the characters of poetry Chinese teaching and realizes the policy for poetry in teachers and students. The third part discusses the teacher’s construction in poetry Chinese teaching. The fourth part states the basic thoughts and instructional strategies with some examples, such as gnosis, waken-up and freely-talking instructional strategies. The fifth part discusses some questions which we should pay attention in poetry Chinese.
Nowadays,the explorers have some statements of poetry Chinese, but have no exactly definition,and poetry Chinese instructional strategies are still under exploration and demonstration which need our endeavor to make it perfect.
本文的研究对象是新课程诗意语文教学,通过文献分析、实验研究和理论分析等方法针对诗意语文教学的现状进行分析、概括和创新,试图深入研究诗意语文对语文教学的价值意义以及如何在实践中更好地运用,全文共分五个部分。第一部分主要阐述了诗意语文的内涵及对新课程的价值意义,从对诗意和诗意语文的理解和倡导诗意语文教学的价值意义两个方面展开。关于诗意语文的基本内涵,追溯根源,尝试着界定这一关键词。本篇中认为“诗意语文”是指在新课改的思想指导下,注重课堂教学的生成性,相机诱导,因材施教,灵活地、创造性、富有激情地上好每一节语文课。第二部分主要分析了诗意语文教学的特征及实现师生诗意栖居的原则。第三部分讨论了诗意语文教学的教师建构。第四部分举例详细阐述了诗意语文教学的基本思路与教学实践策略,分别列举了感悟教学策略、唤醒教学策略和自由对话策略。第五部分讨论的是诗意语文教学应注意的问题。
目前,诗意语文的探索者对诗意语文这个理念虽然有了一些论述,但仍没有一个明确的界定,对诗意语文教学的实施策略等问题仍处在探索、研究和论证之中,需要我们在教学实践中继续努力去研究加以完善。
Chinese teaching, as a Chinese traditional subject, should be provided with poetry and cut a free land for students to keep a poetry oasis in their minds. The significant for Chinese teaching is not only teaching knowledge and skills but, more important, is to deposit a sense of worth and philosophy through exerting a subtle influence on students sensibility, interest and sentiment by the words with writers’inspirations passions and thoughts. Ordinary high school Chinese New Curriculum Standard has pointed out that Chinese teaching is aesthetic, poetic and full of interest. New Curriculum inspires us that poetry is the aim to Chinese teaching development; process for Chinese teaching should be the process for creating taste, communicating and edifying student’s sentiments. Chinese innovation calls for the return of poetry which is explored by many Chinese teachers in the beginning of the century. It is the necessary drift and sally port for Chinese curriculum development to put forward the poetry Chinese. Many Chinese teachers make poetry Chinese explanation and Poetry class construction as their pursuits. And as every teaching tache is resurveyed, it is difficult for Chinese teachers to master the poetry classes in Chinese teaching. That is why I choose this topic to search.
The thesis is researching poetry Chinese in new curriculum which consists of five parts, including it significant and usage in practice. Through the methods of dissertation analysis, experiments and theory analysis, we analyze, summarize and create the poetry Chinese teaching situation and try to deeply research the significant of poetry Chinese and how to use it practically. The first part states the connotation and significant of the poetry Chinese which will start from the understand of poetry and poetry Chinese, and its significant in Chinese teaching. As for the connotation of poetry Chinese, I will try to define this key word. In my opinion, it is, under the new curriculum innovation, having every Chinese lesson with creation and passion. The second part analyses the characters of poetry Chinese teaching and realizes the policy for poetry in teachers and students. The third part discusses the teacher’s construction in poetry Chinese teaching. The fourth part states the basic thoughts and instructional strategies with some examples, such as gnosis, waken-up and freely-talking instructional strategies. The fifth part discusses some questions which we should pay attention in poetry Chinese.
Nowadays,the explorers have some statements of poetry Chinese, but have no exactly definition,and poetry Chinese instructional strategies are still under exploration and demonstration which need our endeavor to make it perfect.
引文
[1] 朱永新.我的教育理想.南京:南京师范大学出版社,2000.第 102 页.
[2] [意]维柯.新科学.朱光潜译.北京:商务印书馆,1989.第 128页.
[3] [苏]苏霍姆林斯基.教育的艺术.长沙:湖南教育出版社,1983.第 184 页.
[4] 陆一平.诗意语文的理论与实践.教育教学研究,2007.6 月号上旬刊,第 165 页.
[5] 转引自[德]海德格尔.人,诗意地安居.桂林:广西师范大学出版社,2002.第 75 页.
[6] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 10 页.
[7] 教育部.《普通高中语文课程标准(实验)》解读.武汉:湖北教育出版社,2004.
[8] 诗意课堂研究与探析. http://article.hongxiu.com/a/2007-3-29/2051211.shtml.
[9] 滕闽军.诗意课堂的回归、建构与升华.校长阅刊,2005.第 6期,第 79 页.
[10] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 320 页.
[11] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 319、321 页.
[12] 杭州市拱宸桥小学教育沙龙.诗意语文对话录.中国小学语文教育论坛,2005.第 10 期,第 12～18 页.
[13] 高万祥.语文的诗意.苏州:苏州大学出版社,2002.第 5～7页.
[14] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 46～61 页.
[15] [苏]苏霍姆林斯基.教育的艺术.长沙:湖南教育出版社,1983.第 185 页.
[16] 潘艳.做一个诗意的语文教师.新教育实验网. http://www.xq2x.cn/xjy/ReadNews.asp?NewsID=487.
[17] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 334 页.
[18] 李庆明.李吉林与情境教育.北京:中国青年出版社,2001.第 111～135 页.
[19] 邵宏锋.感悟的生命化解读.太原:山西教育出版社,2005.第 335 页.
[20] 陆一平.诗意语文的理论与实践.教育教学研究,2007.6 月号上旬刊,第 165～167 页.
[21] 陆云峰.对话:意义生成的立体通道.中小学教师培训,2006.第 11 期,第 43～44 页.
[22] [德]雅斯贝尔斯.什么是教育.邹进译.上海:三联书店,1991.
[23] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 62～63 页.
[24] 孙建锋.《只捡儿童多处行》教学实录及点评.小学课堂网. http://www.xxkt.cn/yuwen/2007/24136.html.
[25] 王崧舟.《只有一个地球》实录.特级教师家园. http://blog.cersp.com/20000/472679.aspx.
[26] 贾志敏.贾志敏——语感的课堂.语文教学通讯:小学版,2006.第 7 期,第 51～52 页.
[27] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 67～68 页.
[28] 周一贯.新课程语文课堂的诗情追寻.语文教学通讯,2004.第 1 期.
[29] 杭州市拱宸桥小学教育沙龙.诗意语文对话录.中国小学语文教育论坛,2005.第 10 期,第 17 页.
[30] 杭州市拱宸桥小学教育沙龙.诗意语文对话录.中国小学语文教育论坛,2005.第 10 期,第 18 页.
[31] 敬畏传统,远离浮躁 ——兼评当前初中语文教学中的误区及对策 http://www.scjks.net/bbs/dispbbs.asp?BoardID=11&replyID=624&id=19&skin=1.
[1] 曹明海主编.语文教育观新建构.济南:山东人民出版社,2007.
[2] 曹明海主编.语文陶冶性教学论.济南:山东人民出版社,2007.
[3] 曹明海.语文教育智慧论.青岛:青岛海洋大学出版社,2001.
[4] 陈正垠.语文教学对话的自由与诗意.语文教学研究,2004,(10).
[5] 成尚荣.诗意语文:哲学的尺度与实践的智慧.中国小学语文教学论坛,2005,(10).
[6] 教育部.《普通高中语文课程标准(实验)》解读.武汉:湖北教育出版社,2004.
[7] 高万祥.语文的诗意.苏州:苏州大学出版社,2002.
[8] 李玉勤.语文因诗意而美丽.教学探索,2006,(9).
[9] 刘元龙、赵广志.诗意教学与语文教学的理性回归.现代语文,2005,(5).
[10] 李庆明.李吉林与情境教育.北京:中国青年出版社,2001.
[11] 刘士林.中国诗性文化.南京:江苏人民出版社,1999.
[12] 黄玉峰.愿我们诗意地教语文.语文学习,2002,(12).
[13] 钱理群.追寻生存之根——我的退思录.桂林:广西师范大学出版社,2005.
[14] 教育部.全日制义务教育语文课程标准(实验).北京:北京师范大学出版社,2001.
[15] 施茂枝.让诗意留守家园.教师之友,2002,(11).
[16] 阎宗学.回归诗意:语文教学的应有情怀.中国教师,2004,(4).
[17] 王荣生.语文课程标准的对话理论.语文学习,2002,(11).
[18] 王建敏.诗意的教育.文教资料,2007,5 月号上旬刊.
[19] 王金霞.语文教学中应多一些诗意.科技信息(学术版),2006,(12).
[20] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.
[21] [意]维柯.新科学.朱光潜译.北京:商务印书馆,1989.
[22] 宗晶.创设多样化情境构建诗意课堂.辽宁教育,2006,(3).
[23] 赵谦翔.把语文教育从应试教育的桎梏中解放出来.中学语文教学,1998,(10).
[24] 张建国.诗意:语文教学的应然境界.中国小学语文教学论坛,2004,(4).
[25] 教育部.普通高中语文课程标准(实验).北京:北京师范大学出版社,2003.
[26] 朱学坤.语文教师:诗意的生存.中学语文教学,2001,(6).
[27] 周益民.步入诗意的丛林.长春:长春出版社,2005.
[2] [意]维柯.新科学.朱光潜译.北京:商务印书馆,1989.第 128页.
[3] [苏]苏霍姆林斯基.教育的艺术.长沙:湖南教育出版社,1983.第 184 页.
[4] 陆一平.诗意语文的理论与实践.教育教学研究,2007.6 月号上旬刊,第 165 页.
[5] 转引自[德]海德格尔.人,诗意地安居.桂林:广西师范大学出版社,2002.第 75 页.
[6] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 10 页.
[7] 教育部.《普通高中语文课程标准(实验)》解读.武汉:湖北教育出版社,2004.
[8] 诗意课堂研究与探析. http://article.hongxiu.com/a/2007-3-29/2051211.shtml.
[9] 滕闽军.诗意课堂的回归、建构与升华.校长阅刊,2005.第 6期,第 79 页.
[10] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 320 页.
[11] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 319、321 页.
[12] 杭州市拱宸桥小学教育沙龙.诗意语文对话录.中国小学语文教育论坛,2005.第 10 期,第 12～18 页.
[13] 高万祥.语文的诗意.苏州:苏州大学出版社,2002.第 5～7页.
[14] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 46～61 页.
[15] [苏]苏霍姆林斯基.教育的艺术.长沙:湖南教育出版社,1983.第 185 页.
[16] 潘艳.做一个诗意的语文教师.新教育实验网. http://www.xq2x.cn/xjy/ReadNews.asp?NewsID=487.
[17] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 334 页.
[18] 李庆明.李吉林与情境教育.北京:中国青年出版社,2001.第 111～135 页.
[19] 邵宏锋.感悟的生命化解读.太原:山西教育出版社,2005.第 335 页.
[20] 陆一平.诗意语文的理论与实践.教育教学研究,2007.6 月号上旬刊,第 165～167 页.
[21] 陆云峰.对话:意义生成的立体通道.中小学教师培训,2006.第 11 期,第 43～44 页.
[22] [德]雅斯贝尔斯.什么是教育.邹进译.上海:三联书店,1991.
[23] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 62～63 页.
[24] 孙建锋.《只捡儿童多处行》教学实录及点评.小学课堂网. http://www.xxkt.cn/yuwen/2007/24136.html.
[25] 王崧舟.《只有一个地球》实录.特级教师家园. http://blog.cersp.com/20000/472679.aspx.
[26] 贾志敏.贾志敏——语感的课堂.语文教学通讯:小学版,2006.第 7 期,第 51～52 页.
[27] 王崧舟.王菘舟教学思想与经典课堂.太原:山西教育出版社,2005.第 67～68 页.
[28] 周一贯.新课程语文课堂的诗情追寻.语文教学通讯,2004.第 1 期.
[29] 杭州市拱宸桥小学教育沙龙.诗意语文对话录.中国小学语文教育论坛,2005.第 10 期,第 17 页.
[30] 杭州市拱宸桥小学教育沙龙.诗意语文对话录.中国小学语文教育论坛,2005.第 10 期,第 18 页.
[31] 敬畏传统,远离浮躁 ——兼评当前初中语文教学中的误区及对策 http://www.scjks.net/bbs/dispbbs.asp?BoardID=11&replyID=624&id=19&skin=1.
[1] 曹明海主编.语文教育观新建构.济南:山东人民出版社,2007.
[2] 曹明海主编.语文陶冶性教学论.济南:山东人民出版社,2007.
[3] 曹明海.语文教育智慧论.青岛:青岛海洋大学出版社,2001.
[4] 陈正垠.语文教学对话的自由与诗意.语文教学研究,2004,(10).
[5] 成尚荣.诗意语文:哲学的尺度与实践的智慧.中国小学语文教学论坛,2005,(10).
[6] 教育部.《普通高中语文课程标准(实验)》解读.武汉:湖北教育出版社,2004.
[7] 高万祥.语文的诗意.苏州:苏州大学出版社,2002.
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