本文關(guān)鍵詞：生態(tài)學(xué)視閾下的大學(xué)語(yǔ)文教育研究　出處：《西南大學(xué)》2016年博士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：本文以生態(tài)哲學(xué)為理論基礎(chǔ),探索大學(xué)語(yǔ)文教育在不同生態(tài)位上的失衡表現(xiàn)與原因,從而有針對(duì)性分析其良性生態(tài)因子和生態(tài)特征,從系統(tǒng)的解構(gòu)角度開(kāi)展大學(xué)語(yǔ)文教育宏觀生態(tài)研究;以生態(tài)學(xué)思維為研究工具,探討大學(xué)語(yǔ)文生態(tài)課程的良性因子,引入迪克與凱里系統(tǒng)化教學(xué)設(shè)計(jì)模型,提出生態(tài)課程的系統(tǒng)化教學(xué)設(shè)計(jì),從課程的建構(gòu)角度展開(kāi)大學(xué)語(yǔ)文教育的微觀生態(tài)研究。大學(xué)語(yǔ)文教育在文化傳承、學(xué)生健康發(fā)展和人文素養(yǎng)提升上,有著不可取代的作用。但與之對(duì)應(yīng)的是大學(xué)語(yǔ)文教育長(zhǎng)期處于不受重視、停滯不前的尷尬境地:課程開(kāi)設(shè)隨意、課時(shí)太短,課程地位較低;教材版本混亂、內(nèi)容重復(fù),對(duì)學(xué)生吸引力不足;教師良莠不齊,地位不高,工作和研究的動(dòng)力不足;教學(xué)手段單一、方法陳舊,沒(méi)有科學(xué)的教學(xué)效果評(píng)價(jià)。這些問(wèn)題的存在,需要我們用更具發(fā)展性的生態(tài)視野來(lái)關(guān)注大學(xué)語(yǔ)文的教育。生態(tài)學(xué)與教育理念的交融,催生了教育生態(tài)學(xué),這為大學(xué)語(yǔ)文教育的困境突圍提供了一條可行之路。對(duì)大學(xué)語(yǔ)文教育生態(tài)的研究,無(wú)論是豐富大學(xué)語(yǔ)文的教育理論體系、實(shí)現(xiàn)教育目標(biāo),還是改善大學(xué)語(yǔ)文的教育現(xiàn)狀、提高課程實(shí)效,都具有重要的理論和實(shí)踐價(jià)值。大學(xué)語(yǔ)文教育危機(jī)在生態(tài)學(xué)視閾下就是失衡,且在不同的生態(tài)位上其失衡表現(xiàn)有所差異,對(duì)失衡表現(xiàn)和原因的探究為大學(xué)語(yǔ)文宏觀生態(tài)研究與微觀課程建構(gòu)奠定基礎(chǔ)。本文將大學(xué)語(yǔ)文教育視為教育生態(tài)系統(tǒng),探討“兩個(gè)基本理念”——生態(tài)系統(tǒng)理念和動(dòng)態(tài)平衡理念,“三個(gè)基本理論”——生態(tài)圈理論、全面和諧發(fā)展理論、可持續(xù)發(fā)展理論,“三個(gè)基本觀點(diǎn)”——整體觀、和諧觀和系統(tǒng)展觀,在大學(xué)語(yǔ)文教育中的表現(xiàn)和運(yùn)用。教育生態(tài)系統(tǒng)的因子繁多,本文認(rèn)為對(duì)大學(xué)語(yǔ)文教育影響較大的良性生態(tài)因子,主要是“兩個(gè)主體”和“三個(gè)環(huán)境”:教育者和受教育者,自然社會(huì)環(huán)境、學(xué)校家庭環(huán)境、個(gè)體內(nèi)在環(huán)境;“兩個(gè)關(guān)系”和“三種規(guī)律”:人與人的關(guān)系、人與環(huán)境的關(guān)系,自然規(guī)律、社會(huì)規(guī)律、教育規(guī)律。教育生態(tài)可以分宏觀和微觀兩種,宏觀的最大范圍就是整個(gè)人類(lèi)世界的生態(tài)圈,其次是以教育為中心的各種環(huán)境系統(tǒng),微觀則是指具體的課程建設(shè)和課堂構(gòu)建。在這個(gè)思路指導(dǎo)下,本文也從宏觀和微觀兩個(gè)角度去進(jìn)行研究。第一部分是緒論。闡述了研究的緣起,對(duì)教育生態(tài)學(xué)和大學(xué)語(yǔ)文教育兩方面的著作和學(xué)位論文、期刊等文獻(xiàn)進(jìn)行了梳理和評(píng)述。將大學(xué)語(yǔ)文生態(tài)教育、大學(xué)語(yǔ)文教育生態(tài)、大學(xué)語(yǔ)文教育生態(tài)研究和大學(xué)語(yǔ)文生態(tài)課堂幾個(gè)容易混淆的問(wèn)題作了簡(jiǎn)單區(qū)別,將研究聚焦在大學(xué)語(yǔ)文教育生態(tài)的失衡與優(yōu)化上。第二部分是大學(xué)語(yǔ)文教育的宏觀生態(tài)研究,包括第二章大學(xué)語(yǔ)文教育的生態(tài)失衡,第三章大學(xué)語(yǔ)文教育的生態(tài)學(xué)探究。從不同生態(tài)位的角度分析了大學(xué)語(yǔ)文在高等教育和語(yǔ)文教育大系統(tǒng)中的失衡現(xiàn)象,分析原因。運(yùn)用教育生態(tài)學(xué)中的生態(tài)因子理論,分析大學(xué)語(yǔ)文教育宏觀生態(tài)系統(tǒng)中的各個(gè)良性因子,明內(nèi)涵、找特點(diǎn)。第三部分是大學(xué)語(yǔ)文教育的微觀生態(tài)研究,包括第四章大學(xué)語(yǔ)文教育的生態(tài)課程建構(gòu)、第五章大學(xué)語(yǔ)文教育的生態(tài)化教學(xué)設(shè)計(jì)。從課程定位、課程設(shè)置、教育主體、教育關(guān)系幾個(gè)方面探討大學(xué)語(yǔ)文課程的良性生態(tài)因子。引入迪克與凱里系統(tǒng)化教學(xué)設(shè)計(jì)模型,對(duì)大學(xué)語(yǔ)文生態(tài)課程的教學(xué)設(shè)計(jì)進(jìn)行建構(gòu)和示例。研究大學(xué)語(yǔ)文宏觀教育生態(tài)的目標(biāo)是通過(guò)分析學(xué)校、家庭、社會(huì)等環(huán)境因素對(duì)教育的影響,以及各種教育關(guān)系、教育規(guī)律的影響,對(duì)教育的科學(xué)有效配置提出理論依據(jù)和指導(dǎo),以生成相對(duì)完善的生態(tài)系統(tǒng);研究大學(xué)語(yǔ)文微觀教育生態(tài)則實(shí)通過(guò)探討教育主體、教育資源、教育關(guān)系這些可控性較強(qiáng)的因子如何調(diào)整、改善和優(yōu)化,建構(gòu)生態(tài)課程、完善教學(xué)設(shè)計(jì),追求大學(xué)語(yǔ)文課程的和諧、平衡和可持續(xù)發(fā)展。
[Abstract]:Based on the ecological philosophy as the theoretical basis, to explore the performance and reasons of imbalance of College Chinese education in different niches, so as to analyze the benign ecological factors and ecological characteristics of College Chinese education development from the macroscopic ecological system deconstruction angle; ecology thinking as a research tool, to explore the factors of Chinese University curriculum ecological benign Dick and Kaili, introduced systematic instructional design model, put forward the systematic instructional design of ecological curriculum, on micro ecological University Language Education from the perspective of the construction of the university curriculum. Chinese education in the cultural heritage, and promote students' healthy development of humanistic quality, has an irreplaceable role. But with the corresponding is the College Chinese education is not valued, stagnant dilemma: courses at random, class is too short, the lower the status of curriculum; textbook in chaos Let repeat, lack of appeal to students; teachers uneven in quality, the status is not high, lack of incentives to work and study; teaching means a single, outdated methods, there is no scientific evaluation of teaching effect. The existence of these problems, we need to use the ecological view more development to the attention of College Chinese education. Integration of ecology and education idea the birth of educational ecology, which provides a feasible way for College Chinese education. Research on the Chinese education theory of ecological University, whether it is education, enrich the theoretical system of Chinese University, to achieve the educational goals, or improve the education status of College Chinese Curriculum, improve the effectiveness, has important theoretical and practical value. College Chinese education crisis in the perspective of ecology is unbalanced, and in different niches on the unbalanced performance of difference, the imbalance of performance and explore the reasons for College Lay the foundation for construction of Chinese macro research and micro ecological curriculum. In this paper, College Chinese education as the education system, to explore the "two basic concept" - ecosystem theory and dynamic balance theory, the "three basic theory: ecological circle theory, harmonious development theory, sustainable development theory, the" three basic views. "The whole concept, harmonious concept and system development, performance and application in College Chinese education. The education system of various factors, the benign ecological factors influence on College Chinese education, is mainly" two subjects "and" three ": the educators and the educated, natural school social environment, family environment, the internal environment;" two relations "and" three rules ": the relationship between people, the relationship between the people and the environment, natural law, social law, education and health education. State can be divided into two kinds of macro and micro, macro ecosystem is the maximum range of the human world, followed by a variety of environmental system in education as the center, micro refers to the specific curriculum construction and classroom construction. In this way under the guidance of this from the angle of the two macro and micro research to the first. Part one is the introduction. It explains the origin of the study, the ecology of education and College Chinese education from two aspects of the works and thesis, summarizes and reviews the journal literature. The ecological education of College Chinese language education, ecological University, College Chinese Education Ecological Research University Chinese ecological classroom several confusing problems made a simple difference the study focused on, imbalance and optimization of Chinese education ecological University. The second part is the study of the macro ecological University of Chinese education, including the education of Chinese University Students in chapter second State of imbalance, explore ecology of Chinese education in Colleges and universities. The third chapter from different ecological niche of College Chinese in higher education and the Chinese education system imbalance phenomenon, reason analysis. By using the theory of ecological factors of education ecology, the benign factor analysis of the Chinese education system in the macro view of University ecological culture. To find the characteristics. The third part is the research of micro ecology of College Chinese education, Chinese education ecological construction course includes fourth chapters of the University, ecological design education of Chinese University. The fifth chapter from the curriculum orientation, curriculum, education subject, education related aspects of benign ecological factors of College Chinese curriculum. The introduction of Dick and Kaili system the design of teaching model, teaching design of Chinese University Curriculum Construction and ecological example. Chinese ecological macro education goal is to study university Analysis of school, family, social and other environmental factors on education, and education, influence of education law, the effective allocation of science to education put forward the theoretical basis and guidance, the formation of ecological system relatively perfect; Chinese education research university is the micro ecology through the discussion of the subject of education, education resources, how to adjust the factor of education the relationship between the controllability, improvement and optimization, construction of ecological curriculum, improve the teaching of College Chinese curriculum design, the pursuit of harmony, balance and sustainable development.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：H193

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