語(yǔ)文科課程論建構(gòu).pdf

1、中文摘要攝撬我螢語(yǔ)文教育現(xiàn)實(shí)、露對(duì)我豳語(yǔ)文教育研究與實(shí)踐申閼藏豹“語(yǔ)文辯漾程論”，是我囂諼定教育研究瓣薪螽種。荬熏簧任務(wù)有三；第一，重整“鞋文稀漂疆”戇蒸零概念，掏建語(yǔ)文渫程，包括譖文課程目標(biāo)、譖文教材等方麟孵分析框架。第二，對(duì)語(yǔ)文諜穗與教學(xué)的學(xué)派蠼論的學(xué)理斕糕包括對(duì)語(yǔ)文救育史上霆囂翊蹶的評(píng)述。第三，對(duì)當(dāng)前語(yǔ)文澡程與教學(xué)改革靜評(píng)析，對(duì)改革所顯現(xiàn)的理論瓣題放在多元褫野的背景中搽悉其學(xué)理。上述三方瑟各育側(cè)煎，但往往糅含在一起，尤其是作為研究

2、形揀的狀況下。本文計(jì)有九章；第一章《導(dǎo)謄：語(yǔ)文耪#拳稷論》：本章為添義辯瀠程論的磷究翅定了疆器，這是岳續(xù)備章繕疆送行的藩撬。善先，試建7綴橫兩遂的語(yǔ)義激旁磷究癌蒲參照惹，禳據(jù)我瀚語(yǔ)文教育研究的實(shí)際，區(qū)分出語(yǔ)文教育研究的五種性質(zhì)和七個(gè)層面。接糟，經(jīng)過(guò)“語(yǔ)文教育、語(yǔ)文課程典髂澎態(tài)與語(yǔ)文辯課程”、“語(yǔ)文毒萼謀程論與溪文辯數(shù)學(xué)論”、“學(xué)派語(yǔ)文澡穗論與語(yǔ)文科深程論”三維斃照，界定7語(yǔ)文?。黄岢陶撁秆芯筐I攫、對(duì)象、經(jīng)務(wù)等。第篇章Ⅸ破解語(yǔ)文科昀“性質(zhì)

3、”難題拋本章可以看作是下一章的鋪蟄，所做的工作，懸弄清我菡的語(yǔ)文教育磷究何以霄一個(gè)“性質(zhì)”靜難題，弗探詢對(duì)待“蛀旗”闊懲的合適方式。蘺先建立了一個(gè)搖述語(yǔ)文教窩研究的基本橇讖，依據(jù)模型接替“性質(zhì)”灘鼷的產(chǎn)生過(guò)程，辯濾過(guò)與“性質(zhì)”問(wèn)題研究的正常模型比照，搦西尋之所以成為難題的原由。接著沿歷史語(yǔ)境巾瓣諾鞭方式，按撥個(gè)蹬段追溯“潺文辯性震”程袋嗣百年語(yǔ)文教育礤究中的滾純過(guò)程。霧篡掌《語(yǔ)文洋程毒檬分靜攘蘩舞寺破與立1h本顰是主一牽鶼延續(xù)，瞧是敬下

4、蔻章酶總綱。譙“性質(zhì)”的紛爭(zhēng)中，“思想憔”(或“人文性”)與“工具性”的對(duì)峙，轉(zhuǎn)化為語(yǔ)文科及篡渫程與教學(xué)囂揀戇認(rèn)談翔勢(shì)撼嘏槳。這一襲鯔搖黎，富較大鶼局疆縫。霧說(shuō)“分櫥搖絮”禽義之詹，本章臻懣襲用掇架“囂援穰念瓣實(shí)體詫”、“分輯穗力豹?dú)埲薄滨q端，接著夯綏語(yǔ)文教育并突破該框架的努力，進(jìn)而提出“層疊簸涵分析框架”。屢疊蘊(yùn)涵分析裰架，與《語(yǔ)文渫撰椿準(zhǔn)》囊揀設(shè)計(jì)的“蘭個(gè)雅艘■囊剮一致。摟下來(lái)對(duì)取櫸的美國(guó)語(yǔ)文澡稷鬢標(biāo)贗進(jìn)行的分析，剛視步袋示了層疊

5、蘊(yùn)涵玲析框架盼運(yùn)行情況，也證明了該框架作為公用平臺(tái)鮑效用。第端掌《屢疊藏：；蠡分抒框榮遘靜：課程取向》t零章餐重予“潛瑤越”中靛漾程取彝，默麓承繕蘊(yùn)蘊(yùn)涵分轎框架躬解釋力。曹先孬說(shuō)“滌稷取彝”的禽義，接著分剮譯述了美國(guó)、法凰、德國(guó)、日本的語(yǔ)文科課程總墩向，并對(duì)我闡語(yǔ)義教育研究對(duì)總?cè)∠虻募姞?zhēng)及萁問(wèn)題進(jìn)AbridgementBaseduponthecurrentsituationsinChineselanguageeducationandai

6、mingattheproblemsexistingintheresearchandpracticeofChineselanguageeducationinChinathetheoryofCurriculumofChineselanguageisnewtothecurrentresearchItfocusesonthreetasks：firstofalIteadjustthebasicconceptoftheCurriculumofChi

7、neselanguage，establishananalysisframeworkonthecurriculumofChineselanguage，includingitstargetsandtheteachingmaterialsofChineselanguageetcSecond，toexplainthetheoryofdifferentschoolsregardingthecurriculumandteachingofChines

8、elanguagefromallacademicperspectiveincludingcommentsonthekeyissuesinthehistoryoftheChineselanguageeducationThird，toanalyzethecurrentreformofthecurriculumofChineselanguage，explorethetheoryproblemsarisingfromthereformfroma

9、backgroundofdiversifiedvisionsTheforegoingthreeaspectshavedifferentfocusesrespectivelywhilelinkingwithoneanotherunderthecircumstancestheyarcregardedasstylesofresearchThereareninechaptersinthisessayincluding：Chapter1Prefa

10、ce：theTheoryoftheCurriculumofChineseLanguageInthepreface，theresearchonthetheoryofthecurriculumofChineselanguageisspecified，whichconstitutesthepremiseofthesubsequentchaptersFirstaframeofreferenceregardingtheresearchonthet

11、heoryofthecurriculumofChineselanguageissetup，andfivenaturesandsevenhierarchiesamdifferentiatedaccordingtothereaiityofthecurrentresearchThenthroughcomparingthreegroups，namelytheChineselanguageeducationandspecificformsofth

12、ecurriculumofChineselanguagetheoryofthecurriculumofChineselanguageandtheoryofChineselanguageteachingaswellastheoriesofdifferentschoolsonthecurriculumofChineselanguagethenature，objectiveandtasksoftheresearchofthecurriculu

13、mofChineselanguageisdefinedChapter2SolvingtheProblemoftheNatureofChineseLanguageThischapteraimstofindoutwhythemisaproblemofthenatureofChineselanguage，andexplorestheproperwaystosolvethisproblem，whichsetsabasistothenextcha

14、pterFirstabasicmodelisestablishedtodescribetheChineselanguageeducationresearchandthegroundsmrevealedastOwhytheproblemofChineselanguage’Snaturecomesintobeingbyanalyzinghowsuchproblemgeneratesthroughmodelsandcontrastingwit