發(fā)布時(shí)間：2018-05-20 14:55

  本文選題：接受美學(xué) + 文言文��； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：文言文是中華民族幾千年歷史文化的精華,更是傳承民族精神、弘揚(yáng)中華文明的重要載體。中學(xué)生學(xué)習(xí)文言文對(duì)于提高學(xué)生寫(xiě)作鑒賞能力,陶冶道德情操甚至傳承中華文明大有裨益。但是反觀中學(xué)文言文教學(xué),文言文應(yīng)有的作用非但沒(méi)有得到較好發(fā)揮,反而成為了學(xué)生語(yǔ)文學(xué)習(xí)的一大障礙。最主要的原因在于,教學(xué)中不重視學(xué)生讀者的主體地位。20世紀(jì)80年代從西方傳入中國(guó)的接受美學(xué)理論,提出了“讀者中心論”,重視讀者的閱讀參與活動(dòng),并且在30年的發(fā)展過(guò)程中,逐漸從文藝評(píng)論方面向教育領(lǐng)域擴(kuò)散,直接參與了新時(shí)期語(yǔ)文教學(xué)實(shí)踐的變革。接受美學(xué)強(qiáng)調(diào)“讀者中心”,這與新課程倡導(dǎo)的“重視學(xué)生主體地位”的觀點(diǎn)是一致的。在長(zhǎng)期的“文本中心”思想的指導(dǎo)下,閱讀教學(xué)的過(guò)程過(guò)于追求作者原本意義,忽略了讀者的獨(dú)特閱讀感受,接受美學(xué)理論重視讀者,重視讀者與文本的對(duì)話,新課程改革也強(qiáng)調(diào)加強(qiáng)教師、文本、學(xué)生的對(duì)話意識(shí)。本文從接受美學(xué)的基本觀點(diǎn)出發(fā),結(jié)合當(dāng)前文言文教學(xué)出現(xiàn)的問(wèn)題進(jìn)行相關(guān)研究,探討接受美學(xué)理論指導(dǎo)下文言文教學(xué)改革的實(shí)踐。論文的第一章主要論述了本文的研究緣起及文獻(xiàn)綜述。第二章介紹了接受美學(xué)的主要觀點(diǎn),主要論述了期待視野和召喚結(jié)構(gòu),并在期待視野部分介紹了定向期待和創(chuàng)新期待。并從新課程改革理念和人本主義理念等方面論述了將接受美學(xué)應(yīng)用于文言文教學(xué)的必要性和可能性。第三章主要以表格方式呈現(xiàn)調(diào)查問(wèn)卷結(jié)果,歸納了中學(xué)文言文教學(xué)中存在的問(wèn)題,并從接受美學(xué)角度對(duì)原因進(jìn)行分析。主要表現(xiàn)在,傳統(tǒng)文言文教學(xué)觀念的束縛；文言文閱讀材料的單一性導(dǎo)致學(xué)生期待視野狹窄；忽視期待視野學(xué)生文言文學(xué)習(xí)興趣不高；教師授課的灌輸性,主體地位喪失；文言文教學(xué)內(nèi)容的標(biāo)準(zhǔn)化以及過(guò)于強(qiáng)調(diào)多元解讀等。第四章是文章的重點(diǎn)部分,主要是在原因分析的基礎(chǔ)上,從接受美學(xué)的視角,提出解決措施。主要有以下幾點(diǎn)：更新觀念,樹(shù)立民主、對(duì)話、自我解讀文本的觀念；通過(guò)增加文言文閱讀量,拓展學(xué)生期待視野；用好學(xué)生的生活體驗(yàn),可以借助音樂(lè),通過(guò)角色扮演以及利用學(xué)生已有的生活經(jīng)驗(yàn)視野對(duì)文本進(jìn)行整合；從意象層面和細(xì)節(jié)層面,挖掘文本空白點(diǎn),激發(fā)學(xué)生主體性,展開(kāi)自主解讀和主體體驗(yàn)；從“偏見(jiàn)”入手,展開(kāi)爭(zhēng)論,求得共鳴和正解。同時(shí),提出了接受美學(xué)視角下教學(xué)過(guò)程中需要注意的問(wèn)題,那就是主動(dòng)反思,防止脫離文本目標(biāo)的過(guò)度解讀。
[Abstract]:Classical Chinese is the essence of the Chinese nation's history and culture for thousands of years, and it is also an important carrier for inheriting the national spirit and carrying forward the Chinese civilization. Middle school students learn classical Chinese to improve students' ability to appreciate writing, cultivate moral sentiment and even inherit Chinese civilization. But when we look at the teaching of classical Chinese in middle schools, the function of classical Chinese has not been well developed, but has become a big obstacle to students' Chinese learning. The main reason lies in the fact that the main body position of the student reader is not attached importance to in the teaching. The reception aesthetics theory introduced from the west in the 1980s puts forward the "reader-centered theory" and attaches importance to the reader's reading participation. And in the course of 30 years' development, it has gradually spread from literary criticism to educational field and directly participated in the reform of Chinese teaching practice in the new period. Reception aesthetics emphasizes "reader center", which is consistent with the view of "attaching importance to the subject status of students" advocated by the new curriculum. Under the guidance of the thought of "text center" for a long time, the process of reading teaching pursues the author's original meaning too much, neglects the reader's unique reading feeling, accepts the esthetics theory to attach importance to the reader, attaches importance to the dialogue between the reader and the text. The new curriculum reform also emphasizes strengthening the dialogue consciousness of teachers, text and students. Starting from the basic viewpoint of reception aesthetics and combining with the current problems in classical Chinese teaching, this paper probes into the practice of classical Chinese teaching reform under the guidance of reception aesthetics theory. The first chapter mainly discusses the origin of this paper and literature review. The second chapter introduces the main viewpoints of reception aesthetics, mainly discusses the visual field of expectation and the structure of summons, and introduces the directed expectation and innovation expectation in the part of expectation vision. It also discusses the necessity and possibility of applying reception aesthetics to classical Chinese teaching from the aspects of new curriculum reform and humanism. The third chapter presents the questionnaire results in the form of tables, summarizes the existing problems in the teaching of classical Chinese in middle schools, and analyzes the reasons from the perspective of reception aesthetics. It mainly shows in the bondage of traditional classical Chinese teaching concept, the singularity of reading materials in classical Chinese, the narrow expectation field of vision, the lack of interest in classical Chinese learning, the indoctrination of teacher teaching, the loss of subject position; The standardization of classical Chinese teaching content and too much emphasis on multiple interpretation and so on. The fourth chapter is the focus of the article, mainly on the basis of cause analysis, from the perspective of reception aesthetics, put forward solutions. The main points are as follows: renewing ideas, establishing democracy, dialogue, and self-interpretation of the text; expanding students' horizon of expectation by increasing the amount of reading in classical Chinese; and making good use of the students' life experience, they can make use of music. Through the role playing and using the students' existing life experience vision to integrate the text; from the image level and the detail level, excavates the text blank spot, stimulates the student subjectivity, launches the independent interpretation and the subject experience; starts from the "prejudice", Open out the argument and find the resonance and positive solution. At the same time, the author puts forward some problems in the teaching process from the perspective of reception aesthetics, that is, active reflection and prevention of excessive interpretation from the target of the text.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.3

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本文編號(hào)：1915129