本文選題：語(yǔ)文味 + 變味��； 參考：《哈爾濱師范大學(xué)》2015年碩士論文

【摘要】：新課程改革方案已經(jīng)實(shí)施十年有余,語(yǔ)文課堂變得更加活躍,教師和學(xué)生也更積極地參與,但語(yǔ)文課堂的效果卻沒(méi)有達(dá)到人們的預(yù)期,語(yǔ)文教學(xué)仍被人批評(píng)是過(guò)分關(guān)注其它而忽視自己。語(yǔ)文課堂究竟應(yīng)該怎樣做才能真正滿足新課程標(biāo)準(zhǔn)的要求,才能符合學(xué)生的身心發(fā)展特點(diǎn),做到全面提高學(xué)生的語(yǔ)文素養(yǎng)呢?為改變這一現(xiàn)狀,“語(yǔ)文味”概念營(yíng)運(yùn)而生。2001深圳市教科院中學(xué)語(yǔ)文教研員程少堂先生首先提出“語(yǔ)文味”這一新概念。隨著新課程改革的開(kāi)展,歷經(jīng)10多年的探索,“語(yǔ)文味”從一個(gè)簡(jiǎn)單的概念逐步完善,發(fā)展成了一個(gè)新的教學(xué)理論——“語(yǔ)文味”理論。本文從“語(yǔ)文味”的角度出發(fā),看待現(xiàn)今的語(yǔ)文課堂教學(xué)。文章首先對(duì)“語(yǔ)文味”的概念及其演變過(guò)程進(jìn)行梳理,概括“語(yǔ)文味”的特征,然后根據(jù)“語(yǔ)文味”的概念來(lái)判斷語(yǔ)文課的“變味”現(xiàn)象,研究“變味”的原因,并試著探索“語(yǔ)文味”回歸語(yǔ)文課堂的途徑,最后結(jié)合“語(yǔ)文味”理論對(duì)具體教學(xué)個(gè)案進(jìn)行研究。“語(yǔ)文味”不僅是語(yǔ)文課堂需要達(dá)到的境界,也是衡量語(yǔ)文課是否成功的標(biāo)準(zhǔn)。“語(yǔ)文味”是語(yǔ)文課堂教學(xué)的本質(zhì),也是語(yǔ)文課堂是靈魂。沒(méi)有“語(yǔ)文味”的語(yǔ)文課不能說(shuō)是真正的語(yǔ)文課�！罢Z(yǔ)文味”作為衡量語(yǔ)文課程是否成功的標(biāo)準(zhǔn),能使我們對(duì)于語(yǔ)文課的變味現(xiàn)象有更好的判斷,也更有利于使語(yǔ)文教學(xué)回歸到語(yǔ)文本身。因此,對(duì)“語(yǔ)文味”回歸的研究有理論與實(shí)踐的雙重意義
[Abstract]:The new curriculum reform program has been implemented for more than ten years, the Chinese classroom has become more active, teachers and students have participated more actively, but the effect of the Chinese classroom has not met the expectations of people. Chinese teaching is still criticized for paying too much attention to others and neglecting itself. How should the Chinese classroom really meet the requirements of the new curriculum standards, in order to meet the characteristics of students' physical and mental development, so as to achieve the overall improvement of students' Chinese literacy? In order to change the present situation, the concept of "Chinese flavor" was put forward by Mr. Cheng Shaotang, a middle school teacher and researcher of Shenzhen Science Science Institute in Shenzhen City in 2001, and the new concept of "Chinese flavor" was first put forward. With the development of the new curriculum reform, after more than 10 years of exploration, "Chinese flavor" has gradually improved from a simple concept to a new teaching theory-"Chinese taste" theory. This article looks at the Chinese classroom teaching from the angle of "Chinese taste". The article firstly combs the concept of "Chinese flavor" and its evolution process, generalizes the characteristics of "Chinese taste", then judges the phenomenon of "Chinese flavor" according to the concept of "Chinese taste", and studies the reason of "variation taste". And try to explore the "Chinese taste" return to the Chinese classroom approach, and finally combined with the "Chinese taste" theory to study the specific teaching cases. Chinese taste is not only the requirement of Chinese class, but also the criterion to measure the success of Chinese class. "Chinese taste" is the essence of Chinese classroom teaching and the soul of Chinese classroom. A Chinese class without Chinese taste cannot be said to be a real Chinese class. As a criterion to measure the success of Chinese course, "Chinese taste" can make us better judge the changing phenomenon of Chinese course, and also help to make Chinese teaching return to Chinese itself. Therefore, the study on the regression of "Chinese flavor" has the dual significance of theory and practice.
【學(xué)位授予單位】：哈爾濱師范大學(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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