本文選題：語(yǔ)文　切入點(diǎn)：校本課程　出處：《河北師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著一輪又一輪課程改革方案的提出,國(guó)家、地方、學(xué)校三級(jí)課程管理越來(lái)越多地受到專家和教師的關(guān)注,自國(guó)家課程模式被打破后,學(xué)校在執(zhí)行國(guó)家課程和地方課程的同時(shí),也結(jié)合本校的辦學(xué)傳統(tǒng),學(xué)生的興趣需要,靈活選擇適合自身發(fā)展的課程資源,積極開(kāi)展校本課程的建設(shè)。本研究以洛陽(yáng)文化為背景進(jìn)行語(yǔ)文課程資源的開(kāi)發(fā),為學(xué)生了解和弘揚(yáng)洛陽(yáng)歷史文化做嘗試,以此希望拓寬學(xué)生學(xué)習(xí)語(yǔ)文的途徑,對(duì)洛陽(yáng)地區(qū)的學(xué)校進(jìn)行校本課程建設(shè)做出有意義的探索。洛陽(yáng)城市具有悠久的歷史,文化底蘊(yùn)深厚,自然風(fēng)光秀美,作為語(yǔ)文校本課程開(kāi)發(fā)的資源內(nèi)容多,開(kāi)發(fā)潛力巨大。語(yǔ)文課程不僅是語(yǔ)言文字的教學(xué),更體現(xiàn)著人文性的特點(diǎn)。論文從語(yǔ)文教學(xué)適用性的角度進(jìn)行別甄別和歸類,主要從弘揚(yáng)中華民族優(yōu)秀文化、體現(xiàn)地方特色和培養(yǎng)學(xué)生審美能力三個(gè)角度對(duì)洛陽(yáng)地區(qū)適宜語(yǔ)文課程建設(shè)的資源進(jìn)行全面開(kāi)發(fā)。校本課程的實(shí)施過(guò)程中應(yīng)明確語(yǔ)文課程資源內(nèi)涵和特征,在此基礎(chǔ)上找出開(kāi)發(fā)利用的原則和方法,繼而結(jié)合具體的案例分析,為洛陽(yáng)地區(qū)學(xué)校實(shí)施三級(jí)課程管理提供參考。具有洛陽(yáng)地方特色的文化資源進(jìn)入語(yǔ)文課程,其本身就豐富了語(yǔ)文學(xué)習(xí)的內(nèi)容和方式,對(duì)拓展學(xué)生的思維、培養(yǎng)自主合作和探究問(wèn)題的能力,提高學(xué)生綜合運(yùn)用語(yǔ)文的能力有重要價(jià)值。在此過(guò)程中還讓學(xué)生全面了解了家鄉(xiāng)的歷史文化,在傳承文化的基礎(chǔ)上,增強(qiáng)他們愛(ài)學(xué)校、愛(ài)家鄉(xiāng)、愛(ài)祖國(guó)的感情。
[Abstract]:With the development of curriculum reform program, experts and teachers pay more and more attention to national, local and school curriculum management. Since the break of the national curriculum model, schools are implementing the national curriculum and local curriculum at the same time. In combination with the school's tradition, students' interest, flexible choice of curriculum resources suitable for their own development, and active development of school-based curriculum, this study takes Luoyang culture as the background for the development of Chinese curriculum resources. It is an attempt for students to understand and carry forward the history and culture of Luoyang, hoping to broaden the ways for students to learn Chinese, and to make a meaningful exploration for the school-based curriculum construction of schools in Luoyang. The city of Luoyang has a long history. With profound cultural background and beautiful natural scenery, as a Chinese school-based curriculum, there are many resources and great potential for development. Chinese curriculum is not only the teaching of language and characters, The thesis discriminates and classifies from the point of view of the applicability of Chinese teaching, mainly from carrying forward the excellent culture of the Chinese nation. From the three angles of embodying local characteristics and cultivating students' aesthetic ability, the resources of suitable Chinese curriculum construction in Luoyang area should be fully developed, and the connotation and characteristics of Chinese curriculum resources should be clearly defined in the course of the implementation of school-based curriculum. On this basis, we find out the principles and methods of development and utilization, and then combine the concrete case analysis to provide a reference for the implementation of three-level curriculum management in Luoyang schools. The cultural resources with local characteristics of Luoyang enter the Chinese curriculum. In itself, it enriches the contents and ways of Chinese learning, develops students' thinking and develops their ability to cooperate independently and explore problems. It is of great value to improve the students' comprehensive ability to use Chinese. In the process, the students have fully understood the history and culture of their hometown, and on the basis of inheriting culture, they have strengthened their feelings of loving their school, their hometown and their motherland.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.3

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本文編號(hào)：1559479