本文關(guān)鍵詞： 非物質(zhì)文化遺產(chǎn) 中學(xué)語(yǔ)文教材 選編建議　出處：《華中師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：非物質(zhì)文化遺產(chǎn)被稱為文化的“活化石”和“基因庫(kù)”,是一個(gè)民族精神文化的結(jié)晶,是增加愛(ài)國(guó)情懷、民族認(rèn)同感、文化自信力的源泉。作為一種不可再生的文化資源,非物質(zhì)文化遺產(chǎn)的保護(hù)傳承成為時(shí)代的需求,而非遺保護(hù)與傳承是離不開(kāi)教育的,將非物質(zhì)文化遺產(chǎn)融入基礎(chǔ)教育體系是非遺傳承和保護(hù)的重要途徑。語(yǔ)文課程的性質(zhì)和發(fā)展決定了非遺知識(shí)進(jìn)入語(yǔ)文教材的可能性和必要性,通過(guò)調(diào)查統(tǒng)計(jì),現(xiàn)階段我國(guó)中學(xué)語(yǔ)文教材中非遺知識(shí)總體較缺乏,且零散,不成體系,比例失衡。本文將以人教版初中語(yǔ)文教材及高中語(yǔ)文必修教材為調(diào)查對(duì)象,通過(guò)對(duì)人教版中學(xué)語(yǔ)文教材中非遺知識(shí)現(xiàn)狀的梳理歸納,分析人教版中學(xué)語(yǔ)文教材中非遺知識(shí)的缺失,并在此基礎(chǔ)上,根據(jù)初中語(yǔ)文教材與高中語(yǔ)文教材各自的編寫要求,嘗試對(duì)非物質(zhì)文化遺產(chǎn)知識(shí)的選編提出一些有益的建議。首先,在緒論部分對(duì)非物質(zhì)文化遺產(chǎn)的基本知識(shí)及其教育傳承的相關(guān)情況做簡(jiǎn)要概述,第一章從語(yǔ)文課程的性質(zhì)與語(yǔ)文課程的基本理念出發(fā),探討語(yǔ)文課程與非物質(zhì)文化遺產(chǎn)的關(guān)系,以此論證非物質(zhì)文化遺產(chǎn)知識(shí)融入語(yǔ)文課程的必然性;第二章運(yùn)用統(tǒng)計(jì)分析研究法和比較分析研究法對(duì)人教版初中語(yǔ)文教材六冊(cè)及人教版高中語(yǔ)文必修教材五冊(cè)中所涉及的國(guó)家級(jí)非遺知識(shí)從選文和呈現(xiàn)方式兩個(gè)層面進(jìn)行梳理歸納,并總結(jié)其中存在的問(wèn)題;第三章分別從社會(huì)需求、中學(xué)生身心狀況、語(yǔ)文課標(biāo)要求、教學(xué)實(shí)踐需要入手,初步探索中學(xué)語(yǔ)文教材中非物質(zhì)文化遺產(chǎn)知識(shí)的選編原則;最后在第四章分別從范文、單元設(shè)置、課后習(xí)題、注釋與提示、插圖、附錄、綜合性活動(dòng)層面入手,針對(duì)初高中語(yǔ)文教材不同的編寫需求,對(duì)初中語(yǔ)文教材與高中語(yǔ)文教材怎樣選編非遺知識(shí)嘗試提出一些有益的建議�？傊�,非物質(zhì)文化遺產(chǎn)進(jìn)入中學(xué)語(yǔ)文教材是非遺保護(hù)與傳承的有效途徑,同時(shí),非遺知識(shí)又是我國(guó)中學(xué)語(yǔ)文課程發(fā)展完善的重要方向,非遺知識(shí)進(jìn)入中學(xué)語(yǔ)文教材將為教材注入新的生命力。但是也必須認(rèn)識(shí)到要恰如其分地將非遺知識(shí)系統(tǒng)性地編入語(yǔ)文教材仍有多問(wèn)題需要探究。
[Abstract]:The intangible cultural heritage, known as the "living fossil" and "gene pool" of culture, is the crystallization of a national spiritual culture and a source of increased patriotism, national identity, and cultural self-confidence. The protection and inheritance of intangible cultural heritage has become the demand of the times, but the protection and inheritance of non-heritage is inseparable from education. The integration of intangible cultural heritage into the basic education system is an important way to inherit and protect the non-heritage. The nature and development of Chinese curriculum determines the possibility and necessity of non-heritage knowledge entering Chinese teaching materials. At present, there is a general lack of non-posthumous knowledge in Chinese teaching materials in middle schools in our country, which are scattered, unsystematic and unbalanced. This paper will take the Chinese textbooks of junior middle schools and compulsory Chinese textbooks in senior high schools as the objects of investigation. Through combing and summing up the present situation of non-posthumous knowledge in the middle school Chinese teaching material, this paper analyzes the lack of non-posthumous knowledge in the middle school Chinese teaching material, and on this basis, according to the requirements of compiling junior middle school Chinese textbook and senior high school Chinese textbook, This paper tries to put forward some useful suggestions on the selection and compilation of intangible cultural heritage knowledge. Firstly, in the introduction part, it briefly summarizes the basic knowledge of intangible cultural heritage and its educational heritage. The first chapter discusses the relationship between Chinese curriculum and intangible cultural heritage from the nature of Chinese curriculum and the basic concept of Chinese curriculum, so as to demonstrate the inevitability of immaterial cultural heritage knowledge into Chinese curriculum; The second chapter uses the statistical analysis research method and the comparative analysis research method to comb and summarize the national non-posthumous knowledge involved in the six volumes of junior middle school Chinese teaching materials and the five volumes of compulsory senior high school Chinese teaching materials of the personal education edition from the two aspects of selecting text and presenting way. The third chapter explores the principles of selecting and compiling the knowledge of non-material cultural heritage in middle school Chinese teaching materials from the aspects of social needs, middle school students' physical and mental conditions, language curriculum standards and teaching practice. Finally, in the 4th chapter, starting with the model essay, unit setting, after-class exercises, notes and tips, illustrations, appendices and comprehensive activities, aiming at the different writing needs of the junior and senior high school Chinese teaching materials, This paper puts forward some useful suggestions on how to select and compile non-posthumous knowledge in junior middle school Chinese teaching materials and senior high school Chinese textbooks. In short, it is an effective way for the intangible cultural heritage to enter into the middle school Chinese textbooks, and at the same time, it is an effective way to protect and inherit the non-inheritance. Non-posthumous knowledge is also an important direction for the development and perfection of Chinese curriculum in middle schools in China. The entry of non-posthumous knowledge into Chinese teaching materials in middle schools will inject new vitality into the teaching materials, but we must also realize that there are still many problems to be explored in order to properly and systematically incorporate non-inherited knowledge into Chinese textbooks.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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