新課程語(yǔ)文教育批評(píng)的理論研究.pdf

1、廣西師范大學(xué)碩士學(xué)位論文新課程語(yǔ)文教育批評(píng)的理論研究姓名：邱福明申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：課程與教學(xué)論·語(yǔ)文指導(dǎo)教師：陳玉秋20080401IIThe theories and practice of criticism on New Curriculum Chinese Education Abstract As the drop has appeared between people’s expectation and r

2、equest and the reform and development level of Chinese new curriculum education, people become more and more unsatisfied with Chinese education, as a result, critics on new curriculum are found increasing gradually. At t

3、he same time, Chinese New Curriculum education has become a focal point of the society with various discussions, among which appraises praise or blame comes as thick as hail. Since the year 2001, a great deal of critici

4、sm on Chinese education has appeared on various newspapers and magazines such as Chinese Construction, Chinese Learning, Middle School Chinese Teaching References, Middle School Chinese Teaching, Chinese Teaching and Res

5、earch , Chinese Teaching Communication, The Teacher Reports, etc. Even though the number of the publication of monographs and collections is not as large as the one around the year 1997, considerable criticism on Chinese

6、 education can be seen in newspapers and magazines as well as in people’s daily communication and on the Internet. Among all these criticism, such words are employed frequently in it as “perspective “, “chicken ribs“, “d

7、oubt“, “awkward“, “l(fā)ose“, “criticize“, “biased“, “mislead reading“, “abuse“, “self-examination“, “hiatus“, etc,. Obviously, they are the reflection of people’s dissatisfaction and criticizing which as a matter of fact, r

8、epresent people’s concern and support as well as their request for Chinese education. As it is, it is the criticism on Chinese education that realizes and evaluates the Chinese education. It refers to the self-examinati

9、on and criticism caused by Chinese education argument and dissimilation as well as a kind of survey and speculation of the function of Chinese education. Studying this phenomenon of criticism on Chinese education is help

10、ful to a deeper exploration of the misbehaviors and the causes of it. In addition, it will help to analyze people’s expectation towards Chinese education, to find out the problems of it and finally to accelerate the refo

11、rm of the new curriculum to improve the development of Chinese education in a healthy direction. This research aims at probing out a route to recognize criticism on the Chinese new curriculum and building up a theoretic

12、al frame of analyzing Chinese education critics. To some extent, it is not only helpful for people to clearly understand the complicated phenomenon of critics on criticism Chinese new curriculum reform, but also helpful

13、in setting up a set of reasonable criterion and norm of it. Additionally, it will help to build a fine atmosphere for Chinese reform of new curriculum. All in all, it is of great positive and realistic meaning. The thesi

14、s focuses on the critics on Chinese education during the period of new course reform (2001--2007). It consists of four parts. Part I is the explanatory part, which is the elementary recognition of critics on Chinese educ

15、ation. It mainly defines the concepts of the critics on Chinese education, scans the characteristic and analyzes its creation and functions. Part II is the scanning part, in which it presents some original versions of cr

16、itics on Chinese education, makes a classification of the content as well as the form of it and an analysis of its formation. Part III is the rethink part mainly on the self-examination of the current situation of critic

17、s on Chinese education, of which it analyzes from two aspects of characteristic and misleading area. Part IV is the exceed part, which brings some ideas of critics on Chinese education. In this part, it brings the questi

18、on how to respond to the and how to stick to the principles of the criticism on Chinese education and can some strategies on it may find the answers. Keywords: new curriculum, Chinese education criticism, cause, response