身體現(xiàn)象學(xué)視野下小學(xué)生語文課堂體驗(yàn)研究
發(fā)布時(shí)間：2019-03-29 14:47
【摘要】：在過去的小學(xué)語文課堂中，教師注重應(yīng)試教育。對(duì)于學(xué)生的培養(yǎng)，教師側(cè)重于對(duì)他們的思維進(jìn)行簡單、機(jī)械的訓(xùn)練，以期能夠在不斷地練習(xí)中，使學(xué)生獲得應(yīng)試能力的提高并在考試中取得高分。而對(duì)于學(xué)生身體的體驗(yàn)、學(xué)生主體性的發(fā)揮等則很少予以積極關(guān)注。自小學(xué)語文新課程標(biāo)準(zhǔn)頒布以來，對(duì)課程內(nèi)容和目標(biāo)、學(xué)習(xí)方式和教學(xué)觀念、評(píng)價(jià)方法和目的等方面都進(jìn)行了改革，，并取得了不錯(cuò)的效果。特別是對(duì)于學(xué)生獨(dú)特體驗(yàn)的尊重以及在合作、自主和探究等多種教學(xué)方式中注意到了對(duì)學(xué)生身體主體性的發(fā)揮，關(guān)注到了學(xué)生實(shí)際的身體體驗(yàn)，為如今的小學(xué)語文課堂帶來了新的活力。 然而，在新課程標(biāo)準(zhǔn)頒布之后的實(shí)際的小學(xué)語文課堂中，教師的教學(xué)方式是否發(fā)生變化？學(xué)生的身體體驗(yàn)如何？仍待解決的問題有哪些？通過何種方式去解決……這一系列的問題，引起了研究者的思考。針對(duì)這些問題，出于對(duì)小學(xué)生語文課堂體驗(yàn)的關(guān)注、探討身體現(xiàn)象學(xué)對(duì)于教學(xué)認(rèn)識(shí)論指導(dǎo)與完善等研究目的與意義，研究者選擇身體現(xiàn)象學(xué)作為理論指導(dǎo)，對(duì)小學(xué)生語文課堂的體驗(yàn)進(jìn)行了研究。 本文采用質(zhì)的研究方法對(duì)某小學(xué)某班的一位語文教師和全體學(xué)生進(jìn)行了長期的觀察和記錄，并就相關(guān)問題對(duì)其進(jìn)行了訪談。研究者以學(xué)生課堂體驗(yàn)的相關(guān)理論為依據(jù)，選擇“小學(xué)生積極的與消極的教學(xué)體驗(yàn)”、“小學(xué)生被關(guān)注的與被忽視的學(xué)習(xí)自主性體驗(yàn)”、“小學(xué)生內(nèi)生外成的與形式化的情感體驗(yàn)”、“小學(xué)生自發(fā)式的與被動(dòng)式的學(xué)習(xí)態(tài)度體驗(yàn)”為體驗(yàn)觀測點(diǎn)，并將搜集到的資料按此邏輯框架進(jìn)行了整理、分類、編碼和歸檔。同時(shí)，研究者在思考和分析的過程中對(duì)資料進(jìn)行了層層剝離和提取，并且在理論和資料之間不斷來回穿梭。 通過此次研究，研究中筆者發(fā)現(xiàn)雖然學(xué)生的身體感受在某些情況下能夠得到教師的積極關(guān)注，但是從總體來看學(xué)生的課堂體驗(yàn)依舊是欠缺的，教師更側(cè)重于對(duì)學(xué)生心靈單一的、機(jī)械的訓(xùn)練。究其原因，教師遵循“身心二元”的教學(xué)認(rèn)識(shí)論是關(guān)鍵因素，這一因素導(dǎo)致了教師將學(xué)生的身體與心靈割裂開來，重“心靈”而輕“身體”：教師重視對(duì)小學(xué)生心靈的單方面訓(xùn)練，而輕視他們的身體體驗(yàn)。因此，針對(duì)上述問題，研究者提出以下建議：“身心一元論”對(duì)小學(xué)生語文課堂的重新建構(gòu)，即通過關(guān)注學(xué)生以身體為中介的知覺、拓展學(xué)生的知覺通道，以實(shí)現(xiàn)小學(xué)生以身體為中介的知覺拓展；通過關(guān)注學(xué)生身體的主體性并運(yùn)用相應(yīng)的手段，以實(shí)現(xiàn)充分調(diào)動(dòng)小學(xué)生的身體主體性。
[Abstract]:In the past primary school Chinese classroom, teachers pay attention to examination-oriented education. For the cultivation of students, teachers focus on the simple and mechanical training of their thinking, in order to be able to practice continuously, so that the students can improve their ability to take the exam and get high scores in the examination. But for the student body experience, the student subjective display and so on very little to give the active attention. Since the promulgation of the new Chinese curriculum standard in primary school, the curriculum contents and objectives, learning methods and teaching concepts, evaluation methods and objectives have been reformed, and good results have been achieved. In particular, the respect for the students' unique experience and the display of the student's body subjectivity and the actual physical experience of the students have been noted in various teaching methods, such as cooperation, autonomy and inquiry, etc. For today's primary Chinese classroom brought new vitality. However, after the promulgation of the new curriculum standards in the actual primary school Chinese classroom, teachers' teaching methods have changed? What is the student's physical experience? What are the remaining problems? How to solve the problem. This series of questions has aroused the researchers' thinking. In view of these problems, out of the attention to the Chinese classroom experience of primary school students, this paper discusses the purpose and significance of physical phenomenology for the guidance and perfection of teaching epistemology, and the researchers choose physical phenomenology as the theoretical guidance. This paper studies the experience of primary school students in Chinese classroom. In this paper, a Chinese teacher and all the students in a class of a primary school have been observed and recorded for a long time by means of qualitative research methods, and interviews have been made on the related issues. Based on the relevant theories of students' classroom experience, the researcher chooses "the positive and negative teaching experience of pupils", "the experience of learning autonomy that pupils are concerned about and neglected". "pupils' endogenous and extrinsic emotional experience", "pupils' self-styled and passive learning attitude experience" is the observation point of experience, and the collected data are sorted, classified, coded and archived according to this logical framework. At the same time, in the process of thinking and analysis, the researchers stripped and extracted the data layer by layer, and kept shuttling back and forth between the theory and the data. Through this study, the author finds that although the students' physical feelings can get teachers' active attention in some cases, the students' classroom experience is still lacking in general, and the teachers are more focused on the single mind of the students. Mechanical training The reason why teachers follow the teaching epistemology of "physical and mental duality" is the key factor, which causes the teacher to separate the students' body and mind. Emphasis on "mind" over "body": teachers attach importance to the unilateral training of pupils' minds and despise their physical experience. Therefore, in view of the above problems, the researchers put forward the following suggestions: "the monism of body and mind" reconstructs the Chinese classroom of primary school students, that is to say, by paying attention to the perception of students' body as the intermediary, the students' perceptual channels are expanded. To realize the body-mediated perceptual expansion of primary school students; By paying attention to the subjectivity of the student's body and using the corresponding means to realize the full mobilization of the physical subjectivity of the primary school students.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2
本文編號(hào)：2449649
[Abstract]:In the past primary school Chinese classroom, teachers pay attention to examination-oriented education. For the cultivation of students, teachers focus on the simple and mechanical training of their thinking, in order to be able to practice continuously, so that the students can improve their ability to take the exam and get high scores in the examination. But for the student body experience, the student subjective display and so on very little to give the active attention. Since the promulgation of the new Chinese curriculum standard in primary school, the curriculum contents and objectives, learning methods and teaching concepts, evaluation methods and objectives have been reformed, and good results have been achieved. In particular, the respect for the students' unique experience and the display of the student's body subjectivity and the actual physical experience of the students have been noted in various teaching methods, such as cooperation, autonomy and inquiry, etc. For today's primary Chinese classroom brought new vitality. However, after the promulgation of the new curriculum standards in the actual primary school Chinese classroom, teachers' teaching methods have changed? What is the student's physical experience? What are the remaining problems? How to solve the problem. This series of questions has aroused the researchers' thinking. In view of these problems, out of the attention to the Chinese classroom experience of primary school students, this paper discusses the purpose and significance of physical phenomenology for the guidance and perfection of teaching epistemology, and the researchers choose physical phenomenology as the theoretical guidance. This paper studies the experience of primary school students in Chinese classroom. In this paper, a Chinese teacher and all the students in a class of a primary school have been observed and recorded for a long time by means of qualitative research methods, and interviews have been made on the related issues. Based on the relevant theories of students' classroom experience, the researcher chooses "the positive and negative teaching experience of pupils", "the experience of learning autonomy that pupils are concerned about and neglected". "pupils' endogenous and extrinsic emotional experience", "pupils' self-styled and passive learning attitude experience" is the observation point of experience, and the collected data are sorted, classified, coded and archived according to this logical framework. At the same time, in the process of thinking and analysis, the researchers stripped and extracted the data layer by layer, and kept shuttling back and forth between the theory and the data. Through this study, the author finds that although the students' physical feelings can get teachers' active attention in some cases, the students' classroom experience is still lacking in general, and the teachers are more focused on the single mind of the students. Mechanical training The reason why teachers follow the teaching epistemology of "physical and mental duality" is the key factor, which causes the teacher to separate the students' body and mind. Emphasis on "mind" over "body": teachers attach importance to the unilateral training of pupils' minds and despise their physical experience. Therefore, in view of the above problems, the researchers put forward the following suggestions: "the monism of body and mind" reconstructs the Chinese classroom of primary school students, that is to say, by paying attention to the perception of students' body as the intermediary, the students' perceptual channels are expanded. To realize the body-mediated perceptual expansion of primary school students; By paying attention to the subjectivity of the student's body and using the corresponding means to realize the full mobilization of the physical subjectivity of the primary school students.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2
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