诵读教学陶冶性研究
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摘要
诵读教学自古被教育者所重视,诵读教学的陶冶性是诵读教学的重要功能之一。俗话说,无史不成章,笔者写作本文先从诵读教学陶冶性的历史渊源入手,纵观古今诵读教学的表现形式和内在特点,从而找到历史的源头,找到诵读教学陶冶性的历史依据和佐证。
诵读教学的陶冶性与审美是密切相联系的,诵读教学的陶冶性与美和审美的关系是不能逾越的,审美主体在有声语言的影响下,发现美、欣赏美和创造美,在美的世界中得到陶冶和提高。诵读教学的陶冶性给学生带来的审美愉悦,学生的审美感受能力提高,审美情趣和审美情操培养与诵读教学陶冶性的关系是什么,这也是本文的研究的一个重点。任何一个理论的发现或探索都有他的科学基础和依据,本文以加涅的“信息加工理论”和“格式塔”心理学为依据,从心理学角度、诵读学和语文教育学角度探索诵读对理解文本与陶冶性的关系。
诵读教学的陶冶性更明显、直接的表现在可以提升学生的精神境界和人生境界。诵读教学使文本深邃的内涵、高尚的情操、优美的语言深入学生的内心世界,学生心中的审美情感油然而生,在这种高尚精神的享受中,在生动的美感愉悦中,提高学生的精神境界和人生境界。因为诵读与人的精神世界是血肉相连的,通过诵读教学的实施可以将文本中美的幼苗植入学生的心灵。而在我们现实的语文教学中,由于功利或者认识不足等原因,教师对诵读教学陶冶性的美学功能和陶冶性理论研究不够,对诵读教学重要性的认识不清,思想不重视,使诵读教学的陶冶功能不能得到充分的发挥。
要想改变这种现状,首先要明确在诵读教学陶冶性中教师应具备的基本素质,其次要对学生基本素质进行分析。一个研究成果最终的目的在于实用,笔者又对诵读教学陶冶性实施策略进行了研究,在诵读教学陶冶功能实现过程中,教师的诵读水平和素质是十分重要的,所以论文从教师诵读教学素质的培养方案论起,兼及学生的诵读素质的培养以及诵读陶冶性教学活动的策划,使自己的见解最终着眼于教学实际。
诵读教学的陶冶作用,在实践中也已得到了检验,论文最后“诵读教学陶冶性实施教学案例”就是以自己的教学实践为基础,以实例来佐证诵读陶冶性的巨大作用。在一个人的审美世界和情感世界以及人格建构中,诵读教学的陶冶性功不可没。一个孩子的纯美的审美世界的雏形可能就是在诵读教学中建立起来的,一个人对这世界的正确认知可能也是从诵读教学陶冶性中获取的。在人格建构中,一个人的同情心、宽广的胸怀、高雅的气质、宠辱不惊的心态也可以从诵读教学中获取,这就是诵读教学的陶冶性。
笔者的初衷是在先行者对诵读研究的基础上,对诵读教学的陶冶性进行一些探索性研究,达成共识,受到启发,从中寻到一些规律性认识并能在实际教学中得以运用,发挥诵读教学陶冶性的作用。
Reading has been long valued by educators. And edification is one of the most important functions of its teaching. As the saying goes: a chapter can not come into being without any history. The author starts this paper with the history of edification and furthers its exterior performance and inherent characteristics so as to find the origin and the historical basis and evidence.
The edification of reading is closely linked with the appreciation. And the relationship among edification, beauty and appreciation is insurmountable. Aesthetic subjects immersed in the audio speech, find beauty, appreciate beauty and create beauty. Therefore, they are edified and elevated in the world of beauty. The aesthetic pleasure to the subject from reading, the relationship between the edification of reading and the students’aesthetic prehension, aesthetic imagination, aesthetic taste, aesthetic sentiment are other focuses of this study. Any discovery or exploration of a theory has scientific basis. This paper, basing on Gagne's "information processing theory" and the "Gestalt" psychology, explores the influence of reading on the relationship of comprehending a text and edification from the point of psychology and philology
The edification of reading is more visibly and directly able to upgrade students’spiritual outlook and their realm of life. Wonderful reading makes the natural outflow of the profound meaning, the noble sentiments, and the beautiful language. Therefore, the aesthetic emotion arises spontaneously, and students’spiritual outlook and their realm of life are enhanced in the enjoyment of this noble spirit, in the vivid aesthetic pleasure. Because reading is deeply connected with the spiritual world, aestheticism can be implanted in the students’mind through reading. Whereas in our real Chinese teaching, reading is mechanical because of the utilitarianism or lack of knowledge, because teachers have not done enough research in the theory of aesthetic functions and edification, they do not pay much attention to the reading teaching.
To change this situation, the teachers must be clear about their basic qualities for teaching first, and make a basic analysis of students’reading qualities. Any research production is to be put into use. Thus, the author studies the implemental strategy of the reading edification. In practice, the reading level of the teachers and their qualities are important. Therefore, the paper puts the first stress on the training program of the teachers’reading quality as well as the students’quality and the scheme of the reading teaching, so that the author’s views ultimately focus on teaching practice.
The role of reading teaching has been examined in practice. The final part of the paper, "The Recount of My Reading Edification ", basing on my own learning and teaching practice, illustrates the great role of reading in edification. Reading contributes greatly to the construction of one’s aesthetic and emotional world, as well as personality. A child's pure aesthetic prototype of the world may be built up in the reading, and a person's correct cognition of this world may also be obtained from reading the classics. Among personality, a person's compassion, broad-elegant temperament, peaceful mentality can be read. That is the edification of reading.
The author's original intention is to do some exploratory research of the edification of reading on the basis of pioneer research, to reach a consensus, as to be inspired hoping to find some regular cognitions and to put them in the actual teaching as to develop the role of reading.
诵读教学的陶冶性与审美是密切相联系的,诵读教学的陶冶性与美和审美的关系是不能逾越的,审美主体在有声语言的影响下,发现美、欣赏美和创造美,在美的世界中得到陶冶和提高。诵读教学的陶冶性给学生带来的审美愉悦,学生的审美感受能力提高,审美情趣和审美情操培养与诵读教学陶冶性的关系是什么,这也是本文的研究的一个重点。任何一个理论的发现或探索都有他的科学基础和依据,本文以加涅的“信息加工理论”和“格式塔”心理学为依据,从心理学角度、诵读学和语文教育学角度探索诵读对理解文本与陶冶性的关系。
诵读教学的陶冶性更明显、直接的表现在可以提升学生的精神境界和人生境界。诵读教学使文本深邃的内涵、高尚的情操、优美的语言深入学生的内心世界,学生心中的审美情感油然而生,在这种高尚精神的享受中,在生动的美感愉悦中,提高学生的精神境界和人生境界。因为诵读与人的精神世界是血肉相连的,通过诵读教学的实施可以将文本中美的幼苗植入学生的心灵。而在我们现实的语文教学中,由于功利或者认识不足等原因,教师对诵读教学陶冶性的美学功能和陶冶性理论研究不够,对诵读教学重要性的认识不清,思想不重视,使诵读教学的陶冶功能不能得到充分的发挥。
要想改变这种现状,首先要明确在诵读教学陶冶性中教师应具备的基本素质,其次要对学生基本素质进行分析。一个研究成果最终的目的在于实用,笔者又对诵读教学陶冶性实施策略进行了研究,在诵读教学陶冶功能实现过程中,教师的诵读水平和素质是十分重要的,所以论文从教师诵读教学素质的培养方案论起,兼及学生的诵读素质的培养以及诵读陶冶性教学活动的策划,使自己的见解最终着眼于教学实际。
诵读教学的陶冶作用,在实践中也已得到了检验,论文最后“诵读教学陶冶性实施教学案例”就是以自己的教学实践为基础,以实例来佐证诵读陶冶性的巨大作用。在一个人的审美世界和情感世界以及人格建构中,诵读教学的陶冶性功不可没。一个孩子的纯美的审美世界的雏形可能就是在诵读教学中建立起来的,一个人对这世界的正确认知可能也是从诵读教学陶冶性中获取的。在人格建构中,一个人的同情心、宽广的胸怀、高雅的气质、宠辱不惊的心态也可以从诵读教学中获取,这就是诵读教学的陶冶性。
笔者的初衷是在先行者对诵读研究的基础上,对诵读教学的陶冶性进行一些探索性研究,达成共识,受到启发,从中寻到一些规律性认识并能在实际教学中得以运用,发挥诵读教学陶冶性的作用。
Reading has been long valued by educators. And edification is one of the most important functions of its teaching. As the saying goes: a chapter can not come into being without any history. The author starts this paper with the history of edification and furthers its exterior performance and inherent characteristics so as to find the origin and the historical basis and evidence.
The edification of reading is closely linked with the appreciation. And the relationship among edification, beauty and appreciation is insurmountable. Aesthetic subjects immersed in the audio speech, find beauty, appreciate beauty and create beauty. Therefore, they are edified and elevated in the world of beauty. The aesthetic pleasure to the subject from reading, the relationship between the edification of reading and the students’aesthetic prehension, aesthetic imagination, aesthetic taste, aesthetic sentiment are other focuses of this study. Any discovery or exploration of a theory has scientific basis. This paper, basing on Gagne's "information processing theory" and the "Gestalt" psychology, explores the influence of reading on the relationship of comprehending a text and edification from the point of psychology and philology
The edification of reading is more visibly and directly able to upgrade students’spiritual outlook and their realm of life. Wonderful reading makes the natural outflow of the profound meaning, the noble sentiments, and the beautiful language. Therefore, the aesthetic emotion arises spontaneously, and students’spiritual outlook and their realm of life are enhanced in the enjoyment of this noble spirit, in the vivid aesthetic pleasure. Because reading is deeply connected with the spiritual world, aestheticism can be implanted in the students’mind through reading. Whereas in our real Chinese teaching, reading is mechanical because of the utilitarianism or lack of knowledge, because teachers have not done enough research in the theory of aesthetic functions and edification, they do not pay much attention to the reading teaching.
To change this situation, the teachers must be clear about their basic qualities for teaching first, and make a basic analysis of students’reading qualities. Any research production is to be put into use. Thus, the author studies the implemental strategy of the reading edification. In practice, the reading level of the teachers and their qualities are important. Therefore, the paper puts the first stress on the training program of the teachers’reading quality as well as the students’quality and the scheme of the reading teaching, so that the author’s views ultimately focus on teaching practice.
The role of reading teaching has been examined in practice. The final part of the paper, "The Recount of My Reading Edification ", basing on my own learning and teaching practice, illustrates the great role of reading in edification. Reading contributes greatly to the construction of one’s aesthetic and emotional world, as well as personality. A child's pure aesthetic prototype of the world may be built up in the reading, and a person's correct cognition of this world may also be obtained from reading the classics. Among personality, a person's compassion, broad-elegant temperament, peaceful mentality can be read. That is the edification of reading.
The author's original intention is to do some exploratory research of the edification of reading on the basis of pioneer research, to reach a consensus, as to be inspired hoping to find some regular cognitions and to put them in the actual teaching as to develop the role of reading.
引文
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[34]汪敬兰.朗读在语文审美教育中的作用[J].语文教学之友,2000,1
[35][南朝梁]钟嵘:诗品[M].中国社会科学出版社,2007
[36]况周颐.蕙风词话
[37]富金壁(主编):儒学十三经导读本(中).礼记·学记第十八[M].北方文艺出版社,1997
[38]列宁全集.第20卷.人民出版社,1958
[39]杨道麟.语文教育学导论.湖北人民出版社,2001
[40]叶嘉莹.古典诗词讲演集.河北教育出版社,1997
[2]余秋雨.人民日报·让民族文化血脉相传—海内外学者畅谈“中华古诗文经典诵读工程”(与会寄语)[J].1999年04月22日第12版
[3][宋]黎靖德编.王星贤点校.朱子语类·训门人九[M] .北京:中华书局,1981:272
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