中學(xué)語文教材中的丑形象教學(xué)研究
發(fā)布時間：2019-07-05 08:08
【摘要】：美丑相伴而生,是生活中的客觀存在,審美和審丑是既對立又統(tǒng)一的,所以在中學(xué)語文教學(xué)中丑的形象和美的形象應(yīng)該并重,不可忽略任何一面,而傳統(tǒng)的語文教學(xué)往往避開丑的形象而談美的形象,丑形象作為教學(xué)的重要內(nèi)容長期被忽視�；诖�,對于以美的形象為對象的審美教育的相關(guān)研究廣泛而深刻,而針對丑形象的審丑教育一直處于先天發(fā)育不良,后天發(fā)育不足的狀態(tài),一直徘徊在邊緣地帶。所以很有必要探究中學(xué)語文教材中丑形象的教學(xué)。針對中學(xué)語文教材中的丑形象教學(xué)從美學(xué)角度講就是審丑教育,所以首先就要明確一系列美學(xué)方面的相關(guān)概念,第一部分就丑形象教學(xué)從美學(xué)角度的探討進(jìn)行梳理,包括對丑、生活丑、藝術(shù)丑、審丑、審丑教育、丑形象、丑形象教學(xué)等概念進(jìn)行區(qū)分和闡釋。從美學(xué)理論上的美、丑到具體地審美、審丑再到教育實踐中審美教育、審丑教育,為教學(xué)理論和教學(xué)實踐之間架起了一座橋梁。第二部分基于前一部分的概念界定,把研究對象定位為中學(xué)語文教材中的丑形象,并對教材中豐富的丑形象進(jìn)行了總結(jié)和分類�？偨Y(jié)出丑形象個體和群體共54個,又根據(jù)主體的審美情感態(tài)度為標(biāo)準(zhǔn)把這些丑形象分為肯定型、否定型、矛盾型三大類。并對囊括丑形象最多的否定型又進(jìn)行了精細(xì)的分類探討。面對如此豐富的審丑教育資源,在教學(xué)實踐中怎樣發(fā)揮應(yīng)有的教育和審美功能顯得尤為重要,所以第三部分對中學(xué)語文教材中丑形象教學(xué)的意義與價值進(jìn)行了思考。從美育、智育和德育三個角度進(jìn)行了探討,從中可見丑形象教學(xué)在語文教學(xué)中有著不可替代的重要性。第四部分是全文的重點,就中學(xué)語文教材中丑形象教學(xué)進(jìn)行了實踐上的探索和研究,強(qiáng)調(diào)在語文的課堂內(nèi)外靈活運用多種措施進(jìn)行丑形象教學(xué),主要論述了情境誘導(dǎo)法、空白填補(bǔ)法、比較分析法、品評創(chuàng)作手法、課外拓展法、創(chuàng)作實踐法六種措施。通過具體的教學(xué)實踐激發(fā)學(xué)生興趣,調(diào)動學(xué)生的積極性,使語文課堂真正充滿生機(jī)和活力。最后就丑形象教學(xué)中應(yīng)該注意的問題進(jìn)行了探討。結(jié)語強(qiáng)調(diào)了丑形象教學(xué)的重要性和將來教學(xué)實踐中的努力方向。
[Abstract]:Beauty and ugliness accompany, is the objective existence in life, aesthetic and ugliness are both opposite and unified, so in middle school Chinese teaching ugly image and beautiful image should be paid equal attention to, can not ignore either side, and the traditional Chinese teaching often avoids the ugly image and talks about the beautiful image, ugly image as an important content of teaching has been ignored for a long time. Based on this, the related research on aesthetic education with beautiful image as the object is extensive and profound, and the ugly education for ugly image has been in the state of congenital stunting and underdevelopment, and has been hovering in the marginal zone. Therefore, it is necessary to explore the teaching of ugly images in Chinese textbooks in middle schools. In view of the ugly image teaching in Chinese teaching materials in middle school is the education of judging ugliness from the aesthetic point of view, so it is necessary to clarify a series of aesthetic related concepts. The first part combs the ugly image teaching from the aesthetic point of view, including the distinction and interpretation of the concepts of ugliness, life ugliness, art ugliness, ugliness education, ugly image teaching and so on. From the beauty of aesthetic theory, ugliness to concrete aesthetics, and then to aesthetic education and ugliness education in educational practice, it builds a bridge between teaching theory and teaching practice. The second part, based on the definition of the concept in the first part, defines the research object as the ugly image in the Chinese textbook of middle school, and summarizes and classifies the rich ugly image in the textbook. It is concluded that there are 54 ugly images in individuals and groups, and these ugly images are divided into three categories according to the aesthetic emotional attitude of the subject: positive type, negative type and contradictory type. The negative stereotyping, which includes the most ugly images, is also discussed in detail. In the face of such a wealth of ugly education resources, how to give full play to its due educational and aesthetic functions in teaching practice is particularly important, so the third part thinks about the significance and value of ugly image teaching in middle school Chinese teaching materials. This paper probes into aesthetic education, intellectual education and moral education, from which it can be seen that ugly image teaching is of irreplaceable importance in Chinese teaching. The fourth part is the focus of the full text, which explores and studies the ugly image teaching in middle school Chinese teaching materials, emphasizes the flexible use of a variety of measures to carry out ugly image teaching inside and outside the Chinese classroom, mainly discusses six measures: situational induction method, blank filling method, comparative analysis method, product evaluation creation method, extracurricular expansion method and creative practice method. Through the specific teaching practice to stimulate students' interest, arouse the enthusiasm of students, so that the Chinese classroom is really full of vitality and vitality. Finally, the problems that should be paid attention to in the teaching of ugly images are discussed. The conclusion emphasizes the importance of ugly image teaching and the direction of efforts in teaching practice in the future.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3
本文編號：2510383
[Abstract]:Beauty and ugliness accompany, is the objective existence in life, aesthetic and ugliness are both opposite and unified, so in middle school Chinese teaching ugly image and beautiful image should be paid equal attention to, can not ignore either side, and the traditional Chinese teaching often avoids the ugly image and talks about the beautiful image, ugly image as an important content of teaching has been ignored for a long time. Based on this, the related research on aesthetic education with beautiful image as the object is extensive and profound, and the ugly education for ugly image has been in the state of congenital stunting and underdevelopment, and has been hovering in the marginal zone. Therefore, it is necessary to explore the teaching of ugly images in Chinese textbooks in middle schools. In view of the ugly image teaching in Chinese teaching materials in middle school is the education of judging ugliness from the aesthetic point of view, so it is necessary to clarify a series of aesthetic related concepts. The first part combs the ugly image teaching from the aesthetic point of view, including the distinction and interpretation of the concepts of ugliness, life ugliness, art ugliness, ugliness education, ugly image teaching and so on. From the beauty of aesthetic theory, ugliness to concrete aesthetics, and then to aesthetic education and ugliness education in educational practice, it builds a bridge between teaching theory and teaching practice. The second part, based on the definition of the concept in the first part, defines the research object as the ugly image in the Chinese textbook of middle school, and summarizes and classifies the rich ugly image in the textbook. It is concluded that there are 54 ugly images in individuals and groups, and these ugly images are divided into three categories according to the aesthetic emotional attitude of the subject: positive type, negative type and contradictory type. The negative stereotyping, which includes the most ugly images, is also discussed in detail. In the face of such a wealth of ugly education resources, how to give full play to its due educational and aesthetic functions in teaching practice is particularly important, so the third part thinks about the significance and value of ugly image teaching in middle school Chinese teaching materials. This paper probes into aesthetic education, intellectual education and moral education, from which it can be seen that ugly image teaching is of irreplaceable importance in Chinese teaching. The fourth part is the focus of the full text, which explores and studies the ugly image teaching in middle school Chinese teaching materials, emphasizes the flexible use of a variety of measures to carry out ugly image teaching inside and outside the Chinese classroom, mainly discusses six measures: situational induction method, blank filling method, comparative analysis method, product evaluation creation method, extracurricular expansion method and creative practice method. Through the specific teaching practice to stimulate students' interest, arouse the enthusiasm of students, so that the Chinese classroom is really full of vitality and vitality. Finally, the problems that should be paid attention to in the teaching of ugly images are discussed. The conclusion emphasizes the importance of ugly image teaching and the direction of efforts in teaching practice in the future.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3
【參考文獻(xiàn)】
相關(guān)期刊論文 前3條
1 余鋼;從“審美”到“審丑”的嬗變[J];黔南民族師專學(xué)報;1998年02期
2 汪文萍;王康藝;;試論語文“丑形象文本”的美育價值[J];上海師范大學(xué)學(xué)報(基礎(chǔ)教育版);2008年04期
3 谷世棟;;淺談對丑形象的審美教學(xué)[J];中學(xué)語文;1992年10期
，本文編號：2510383
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