本文選題：《祝�！� + 教學(xué)解讀��； 參考：《贛南師范學(xué)院》2015年碩士論文

【摘要】：《祝福》是中學(xué)語(yǔ)文教學(xué)史中一個(gè)特殊的存在,它自新中國(guó)頒布第一本教材起就列于其中。在往后的60余年里,不論教材如何刪改更迭,《祝�！肥冀K占據(jù)著中學(xué)語(yǔ)文課堂的重要地位,從這個(gè)角度來說,《祝�！方虒W(xué)解讀本身在某種程度上就是一部活生生的教學(xué)史。語(yǔ)文教學(xué)是教師集體無意識(shí)的行為,每位個(gè)體教師的教學(xué)思維各有千秋,如果將抽象的、個(gè)體的思維落實(shí)到單篇具體的文章上,以課堂解讀作為中學(xué)教學(xué)思維的載體,也是有跡可尋的。在《祝�！分袑W(xué)語(yǔ)文教學(xué)解讀史中,不同時(shí)期的教學(xué)解讀方式就可以反映出不同的語(yǔ)文教學(xué)觀念�！蹲８！方虒W(xué)解讀大致經(jīng)歷三個(gè)階段:一、新中國(guó)成立之初語(yǔ)文科建立至80年代中期,是《祝�！贰罢位庾x”時(shí)期,該階段課堂教學(xué)強(qiáng)調(diào)現(xiàn)實(shí)主義的政治傾向性,忽略審美功能而過度關(guān)注思想政治教育功能,《祝�！返慕虒W(xué)解讀主要圍繞階級(jí)斗爭(zhēng)進(jìn)行,從“政權(quán)、族權(quán)、神權(quán)、夫權(quán)”出發(fā),揭露地主階級(jí)和封建禮教的丑陋;二、80年代中后期至90年代末,是《祝�！贰肮ぞ呋庾x”時(shí)期,語(yǔ)文科得以逐步走出思想政治課的陰霾,《祝�！氛n堂解讀也與時(shí)俱進(jìn),開始深入探討祥林嫂悲劇的社會(huì)根源。該階段可視為過渡時(shí)期,課堂一方面開始自覺關(guān)注和挖掘《祝�！繁旧淼奈谋惊�(dú)特性,另一方面又未能完全擺脫革命話語(yǔ)的影響;三、世紀(jì)初至今,是《祝�！贰岸嘣庾x”時(shí)期。1997年爆發(fā)的語(yǔ)文教育大討論,使課堂進(jìn)一步擺脫政治因素的束縛,人文性在教學(xué)中有越來越重要的體現(xiàn),解讀模式變得靈活多樣,《祝�！吩诙嘣庾x中回歸文學(xué)本身。時(shí)至今日,人們對(duì)《祝�！返乃伎既栽诶^續(xù)。本文通過對(duì)《祝�！愤@篇極具代表性的課文的解讀歷程進(jìn)行研究,梳理不同時(shí)期對(duì)這篇課文的教學(xué)思路及教學(xué)方法,進(jìn)而提煉其中語(yǔ)文教學(xué)觀的變化歷程,力圖為當(dāng)下中學(xué)語(yǔ)文教學(xué)提供參照和思考的空間。
[Abstract]:Blessing is a special existence in the history of Chinese teaching in middle schools, which has been listed since the promulgation of the first textbook in New China. In the next 60 years, no matter how the textbooks are deleted and changed, blessing has always occupied an important position in the middle school Chinese classroom. From this point of view, the interpretation of "blessing" in teaching itself is to some extent a living teaching history. Chinese teaching is the collective unconscious behavior of teachers. Each individual teacher has his own teaching thinking. If the abstract and individual thinking is carried out in a single article, classroom interpretation is the carrier of teaching thinking in middle school. There is also a trace to be found. In the history of the interpretation of Chinese teaching in middle schools, the teaching interpretation methods in different periods can reflect different Chinese teaching concepts. From the beginning of the founding of the people's Republic of China to the middle of the 1980s, it was the period of "political interpretation", in which classroom teaching emphasized the political orientation of realism. Neglecting the aesthetic function and paying too much attention to the function of ideological and political education, the teaching interpretation of "Blessing" mainly revolves around class struggle, starting from "political power, clan right, theological right, and husband right", exposing the ugliness of the landlord class and feudal ethics; From the middle and late 1980s to the end of the 1990s, it was the period of "blessing" and "instrumental interpretation", in which the subject of Chinese was able to step out of the haze of ideological and political lessons, and the classroom interpretation of "blessing" also kept pace with the times, and began to probe deeply into the social root of Xianglin's tragedy. This stage can be regarded as a transitional period. On the one hand, the classroom begins to consciously pay attention to and excavate the unique text of "Blessing" itself, on the other hand, it is unable to completely shake off the influence of revolutionary discourse. The great discussion of Chinese education broke out in 1997, which made the classroom get rid of the shackles of political factors, and humanism is more and more important in teaching. The mode of interpretation becomes flexible and diverse, and Blessing returns to literature itself in multiple interpretations. To this day, people continue to think about Blessing. Through the study of the reading process of the most representative text, this paper combs the teaching ideas and teaching methods of this text in different periods, and then refines the course of the change of the Chinese teaching concept. Try to provide reference and thinking space for the present middle school Chinese teaching.
【學(xué)位授予單位】：贛南師范學(xué)院
【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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