本文選題：緘默知識(shí) + 語感�。� 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：二十世紀(jì)九十年代以來,語感一直是教學(xué)研究的熱點(diǎn)和焦點(diǎn)。這一時(shí)期語感教學(xué)經(jīng)歷了非常大的轉(zhuǎn)變,從語言教學(xué)轉(zhuǎn)向言語教學(xué)。實(shí)際上,語言的運(yùn)用方式本身就是緘默的,語感的實(shí)質(zhì)就是一種緘默知識(shí)。因此本文力圖從緘默知識(shí)視角出發(fā),揭示語感的形成機(jī)制,進(jìn)而探討語感的培養(yǎng)策略。全文共分為六個(gè)部分。第一部分為“緒論”。針對(duì)傳統(tǒng)教學(xué)中,語感作為一種緘默知識(shí)被剝奪了知識(shí)的合法地位這一問題,提出語感的培養(yǎng)缺乏內(nèi)隱學(xué)習(xí)的途徑。在此基礎(chǔ)上,確認(rèn)對(duì)語感問題的研究確立一個(gè)緘默知識(shí)的視角。第二部分從緘默知識(shí)的思想淵源出發(fā)探討它的內(nèi)涵:人、人獲得對(duì)象的意義、主體對(duì)客體的選擇性建構(gòu)這三者構(gòu)成緘默知識(shí)的內(nèi)涵。并歸納緘默知識(shí)的特征。第三部分從緘默知識(shí)的主體、表征方式及不同的學(xué)科背景將緘默知識(shí)分為不同的類型。根據(jù)能否被意識(shí)到的程度,將緘默知識(shí)劃分為三個(gè)層次。第四部分以緘默的本體論、認(rèn)識(shí)論、方法論為基礎(chǔ),探討緘默知識(shí)形成的三重條件。同時(shí),在野中郁次郎“場(chǎng)”的理論下闡述其形成的過程。第五部分分析語感形成的語言學(xué)基礎(chǔ)和心理學(xué)基礎(chǔ)。語感是多種思維綜合作用的結(jié)果,直覺思維起主導(dǎo)作用,其它思維起輔助作用,并在此基礎(chǔ)上,揭示語感生成的四種模式。第六部分提出語感培養(yǎng)需關(guān)注學(xué)生的興趣、言語情境和實(shí)踐這三個(gè)方面的因素。
[Abstract]:Since 1990 s, language sense has been the focus of teaching research. During this period, language sense teaching experienced a great change, from language teaching to speech teaching. In fact, the use of language itself is silent, the essence of language sense is a kind of tacit knowledge. Therefore, this paper tries to reveal the formation mechanism of language sense from the perspective of tacit knowledge, and then discusses the cultivation strategy of language sense. The full text is divided into six parts. The first part is introduction. In view of the problem that the sense of language as a kind of tacit knowledge is deprived of the legal status of knowledge in traditional teaching, it is pointed out that the cultivation of language sense lacks the approach of implicit learning. On the basis of this, we confirm that the study of linguistic sense establishes a perspective of tacit knowledge. The second part discusses the connotation of tacit knowledge from the origin of its thought: man, the meaning of the object acquired by man, and the selective construction of the subject to the object constitute the connotation of tacit knowledge. And summarizes the characteristics of tacit knowledge. In the third part, tacit knowledge is divided into different types from the subject, representation and different disciplinary background. According to the degree of awareness, tacit knowledge is divided into three levels. The fourth part discusses the triple conditions for the formation of tacit knowledge based on ontology epistemology and methodology. At the same time, under the theory of Yujiro Noshino's "field", the formation process is expounded. The fifth part analyzes the linguistic basis and psychological basis of language sense formation. The sense of language is the result of the comprehensive action of many kinds of thinking, intuitive thinking plays a leading role, other thinking plays an auxiliary role, and on this basis, reveals the four modes of language sense formation. The sixth part points out that the cultivation of language sense should focus on the students' interest, speech situation and practice.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前6條

1 張愛聞;緘默知識(shí):教師知識(shí)權(quán)威的基礎(chǔ)[J];班主任;2005年03期

2 劉大為;作為語言無意識(shí)的語感[J];華東師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2003年01期

3 錢加清;周春波;;語感問題尋繹:內(nèi)隱認(rèn)知和緘默知識(shí)理論的視角[J];河北師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2010年08期

4 趙繼政;;外顯學(xué)習(xí)、內(nèi)隱學(xué)習(xí)與激發(fā)意識(shí)——一項(xiàng)語法教學(xué)的實(shí)驗(yàn)研究[J];四川外語學(xué)院學(xué)報(bào);2008年04期

5 余光勝;劉衛(wèi);唐郁;;知識(shí)屬性、情境依賴與默會(huì)知識(shí)共享?xiàng)l件研究[J];研究與發(fā)展管理;2006年06期

6 鄢洪云;金Z，

本文編號(hào)：1823337