本文選題：于在春 + 語(yǔ)文　； 參考：《揚(yáng)州大學(xué)》2015年碩士論文

【摘要】：于在春(1909-1993),中國(guó)現(xiàn)代語(yǔ)文教育家。他長(zhǎng)期擔(dān)任國(guó)文教員,一生致力于語(yǔ)文教學(xué)和研究工作,成就頗豐,關(guān)于他的研究卻微乎其微。本論文堅(jiān)持歷史唯物主義和辯證唯物主義的立場(chǎng)和觀點(diǎn),以于在春語(yǔ)文教育思想為研究對(duì)象,綜合采用文獻(xiàn)研究法、歷史研究法、比較研究法和案例分析法,旨在全面系統(tǒng)地梳理于在春的語(yǔ)文教育思想,并結(jié)合當(dāng)前教學(xué)實(shí)際探尋其實(shí)踐意義,站在歷史的角度一分為二地評(píng)價(jià)其思想的創(chuàng)造性和局限性,明確于在春在中國(guó)語(yǔ)文教育史上的地位,以彌補(bǔ)前人研究的不足。于在春的語(yǔ)文教育思想是在反思傳統(tǒng)教育、考察實(shí)時(shí)教育和探索教學(xué)變革的過(guò)程中形成的。博大精深的傳統(tǒng)語(yǔ)文教育是其思想形成和發(fā)展的根基,新的文學(xué)和教育思潮又激發(fā)他的探索與創(chuàng)新,孜孜不倦、奮發(fā)不止的精神是他終其一生進(jìn)行語(yǔ)文教育研究的動(dòng)力和保證。于在春的語(yǔ)文教育思想主要包括學(xué)生觀、課程觀、教材觀和教學(xué)觀四大方面。其學(xué)生觀立足于學(xué)生,體現(xiàn)了以人為本的理念；其語(yǔ)文課程觀明確了語(yǔ)文課程的工具特性,把握了語(yǔ)文教學(xué)的語(yǔ)言訓(xùn)練本質(zhì)；其語(yǔ)文教材觀強(qiáng)調(diào)選文的形式高明,提倡自主編制教材；其語(yǔ)文教學(xué)觀重視識(shí)字寫字教學(xué),強(qiáng)化文言文的翻譯,構(gòu)建了寫作教學(xué)的具體模式。于在春的語(yǔ)文教育思想對(duì)當(dāng)下師生關(guān)系構(gòu)建、課程改革、教材編制和語(yǔ)文教學(xué)提供寶貴啟示。師生關(guān)系方面要尊重理解學(xué)生,提倡民主對(duì)話；課程改革方面要堅(jiān)守語(yǔ)文課程的性質(zhì),重視雙基訓(xùn)練；教材編制方面要提高選文質(zhì)量,靈活編選教材；語(yǔ)文教學(xué)方面要加強(qiáng)漢字的規(guī)范化,著力激發(fā)學(xué)生閱讀興趣,更新寫作教學(xué)理念和方式。于在春在語(yǔ)文教育方面有五大創(chuàng)造性貢獻(xiàn)：一為號(hào)召“技術(shù)第一”,凸顯語(yǔ)文課程的工具特性；二為實(shí)踐“集體習(xí)作”,建構(gòu)新型的寫作教學(xué)模式；三為精通“古文今譯”,促進(jìn)古典文學(xué)的傳承與發(fā)展；四為強(qiáng)調(diào)字詞教學(xué),將語(yǔ)言文字研究融入語(yǔ)文教學(xué)；五為創(chuàng)辦《寫作與閱讀》,把語(yǔ)文教學(xué)改革推向社會(huì)。雖然于在春的部分思想不可避免存在歷史局限性,但是不能否認(rèn)他在中國(guó)現(xiàn)代語(yǔ)文教育發(fā)展史上所做的貢獻(xiàn)。批判繼承于在春的語(yǔ)文教育思想,可以啟迪當(dāng)下的語(yǔ)文教育,也是對(duì)于在春先生最誠(chéng)摯的紀(jì)念與緬懷。
[Abstract]:Yu Chun (1909-1993), a modern Chinese educator in China. He worked as a Chinese language teacher for a long time and devoted his life to Chinese teaching and research. This paper adheres to the stand and viewpoint of historical materialism and dialectical materialism, taking the thought of Chinese education in spring as the object of study, adopting the literature research method, the history research method, the comparative research method and the case analysis method. The purpose of this paper is to comprehensively and systematically sort out the Chinese education thought in spring, to explore its practical significance in combination with the current teaching practice, and to evaluate its creativity and limitation from a historical point of view. The position of Spring in the history of Chinese language education is made clear in order to make up for the deficiency of previous studies. Yu Chun's thought of Chinese education is formed in the process of reflecting on traditional education, investigating the real time education and exploring the reform of teaching. The extensive and profound traditional Chinese education is the foundation of his thought formation and development, and the new literary and educational trend of thought stimulates his exploration and innovation, and his unceasing and unceasing spirit is the motive force and guarantee for his whole life to carry on the Chinese education research. Yu Chun's Chinese education thought mainly includes four aspects: student view, curriculum view, teaching material view and teaching view. Its view of students is based on students and embodies the idea of people-oriented; its view of Chinese curriculum clarifies the tool characteristics of Chinese curriculum and grasps the essence of language training in Chinese teaching; The author advocates the independent compilation of teaching materials, emphasizes the teaching of literate and writing, strengthens the translation of classical Chinese, and constructs the concrete mode of writing teaching. Yu Chun's thought of Chinese education provides valuable inspiration for the construction of teacher-student relationship, curriculum reform, textbook compilation and Chinese teaching. In the aspect of teacher-student relationship, we should respect and understand students and advocate democratic dialogue; in curriculum reform, we should stick to the nature of Chinese curriculum and attach importance to double-base training; In Chinese teaching, we should strengthen the standardization of Chinese characters, arouse students' interest in reading and renew the teaching ideas and methods of writing. Yu Chun made five creative contributions to Chinese education: first, to call for "technology first" to highlight the instrumental characteristics of Chinese curriculum; second, to practice "collective exercises" to construct a new writing teaching model; and third, to be proficient in the translation of ancient Chinese. To promote the inheritance and development of classical literature, to emphasize the teaching of words and characters, to integrate the study of language and characters into Chinese teaching, and to establish "Writing and Reading" to promote the reform of Chinese teaching to the society. Although some of Yu Chun's thoughts inevitably have historical limitations, he can not deny his contribution to the history of modern Chinese education in China. The criticism inherits from the Chinese education thought in Spring, can enlighten the present Chinese education, is also the most sincere memory and memory for Mr.
【學(xué)位授予單位】：揚(yáng)州大學(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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