【作者】 冯现冬；

【导师】 曹明海；

【作者基本信息】 山东师范大学 ， 课程与教学论， 2013， 博士

【摘要】 本论文从德国文化教育学派引入“唤醒”这一概念，借鉴西方心理学、教育学、文艺学、哲学等理论，结合我国语文教育史和当前语文教学实际，试图建构语文唤醒教育的理论体系，并探索其实践策略。其主要任务有四：第一，从源头上梳理“唤醒”和“唤醒教育”的概念及其内涵，并借鉴教育学、文艺学、心理学、哲学等相关学科理论，探讨“唤醒教育”的本质、特点、构成及价值追求等；第二，从唤醒教育的视角重新审视中国语文教育，挖掘出散落在历史陈迹中的唤醒教育的遗珠，为当前语文教学提供有益借鉴；第三，致力于探索语文唤醒教育的实施策略，提供语文唤醒教育实践的一种可能性，体现出语文教育的真正价值；第四，在唤醒教育理念的观照下对名师课堂教学进行案例分析，总结其唤醒教育智慧，给处于“高原期”的语文教学以有效的指导。本论文共六章，各章内容概要如下：第一章《语文唤醒教育的内涵阐释》：本章是论文的发端，在理论上具有一定的创新性。首先，从中西方“教育”一词的词源入手，借鉴德国文化教育学派的“唤醒”概念，确立教育的唤醒本质，并对其内涵进行全方位阐述。然后，针对“用什么唤醒”和“唤醒什么”这两个根本性问题，揭示了语文唤醒教育的生成内容和构成要素。语文唤醒教育就存在于语文本体中，在三个层面得以生成，即语言文字层面、思想意蕴层面和审美表现层面。语文唤醒教育的构成存在于学生主体自身，包括对“原初本性”的唤醒、对“现实生命”的唤醒、对“自我实现”的唤醒。第二章《语文唤醒教育的理论探源》：本章对语文唤醒教育进行了中外理论探源与历史发展总结：一是从西方文化教育学理论出发探究唤醒教育的起源和流变；二是从唤醒的视角重新审视中国语文教育，挖掘出中国传统语文教育中的唤醒观念；三是对当前语文课程改革中的唤醒教育理念进行阐发，探索语文唤醒教育的现实意义。第三章《语文唤醒教育的价值追求》：本章是上一章的自然延续，也是语文唤醒教育的总目标、总纲领。从“立人”的角度，具体探索了语文唤醒教育的四大价值追求：唤醒自觉意识，回归本真自我；唤醒生命意识，寻求存在意义；唤醒审美意识，享受悠游境界；唤醒创造意识，实现自我超越。这四个价值追求指示了语文唤醒教育的方向，回答了“怎样才算是被唤醒”的问题。第四章《语文唤醒教育的基本特点》：本章从语文唤醒教育本体出发，在其生成、展开、方法与目的中探求语文唤醒教育的基本特点，即：内发性、体验性、陶冶性、建构性，从而明确了唤醒教育视角下语文教学的基本特点，构建了一个语文唤醒教育的立体模型。第五章《语文唤醒教育的实施策略》：本章是论文的亮点所在，它突破了西方文化教育学重思维不重实践的局限，致力于结合语文教学探索唤醒教育的实施策略，使唤醒教育真正从理论走向实践。本章从阅读教学、写作教学两个领域来探求语文唤醒教育的实施策略。其中，阅读教学是语文教育的重中之重，故而又分别从阅读教学作为解读活动、阅读教学内容、阅读教学过程、阅读教学语言等方面详尽阐述唤醒理论。因此，本章是上面各章所建立的概念和理论框架的综合运用。第六章《语文唤醒教育的案例分析》：通过以上各章对于语文唤醒教育理论的多方位阐释，已经大体勾画出语文唤醒教育的立体图式。本章把着重点放在语文教育的实施者和主渠道，即教师和课堂教学上，用一种经过唤醒理论洗炼过的评判眼光审视具有唤醒品质的语文教育所应具有的形态。在这里，我们选择了当代中国语文教育界三位名师——于漪、钱梦龙、李镇西，通过对他们课堂教学的案例分析，为语文唤醒教育理论提供更为有力的现实支撑，并给当前的语文教育以启发和借鉴。另外，论文还有绪论与结语两部分。绪论从诸多名家语文学习唤醒经历带给我们的启示入手，交代了论文的研究缘起，继而分析了论文的研究现状、研究价值和意义、研究思路与方法等，这是后续各章得以进行的前提。如果说，前面各章主要是着眼于学生“学”的角度来探索语文唤醒教育理论与实践的话，那么，结语部分则侧重从教师“教”的角度论证了实施语文唤醒教育教师所应具备的素质，提出了“没有觉醒的教师，就不会有唤醒的教育”观点。更多还原

【Abstract】 This paper introduced the Awakening concept from the Germany CultureEducation School, drawing experience from the theories of Westernpsychology, education, literature and art, philosophy, combining with thehistory and current situation of the language education of our country,trying to establish the awakening education theory system on languageeducation, and searching for the practical strategy. There are4maintasks: Firstly, run by the concept and intention of the Awakening andAwakening education, and drawing experience from theories of education,literature and art, psychology, philosophy and those relevant, researchthe essence, character, structure, and the value pursuit of the Awakeningeducation concept. Secondly, Reassess the Language education of Chinafrom the Awakening education’s perspective, find out the pearls ofAwakening education which lying in education history, drawing goodexperiences for current language education. Thirdly, trying to researchthe practical strategy of Language awakening education, providing thepossibility of Language awakening education practice, embodying the realvalue of the Language education. Fourthly, analyzing cases of famousteacher’s classes with the concept of Awakening education, summing upthe wisdom of Awakening education, giving practice help to the languageeducation in plateau period. There are6chapters in this paper. Theabstract content of them as follow:Chapter I Elaborating the essence of Language awakening educationThis chapter is the start of this paper. There is theory innovative. First,Starting from the etymology in Chinese and the West of the word Education,using the concept of Awakening of Germany Culture Education School, makingclear the essence of awakening of education. Then, answering the two basicquestions of awakening by what and awakening whom, make clear the contentand main factors of Language awakening education。The Language awakeningeducation exists in language ontology. It was generated in3sides:language, ideal and aesthetics. Formation of Language awakening educationexists in the student ontology, including awakening the original nature,the reality of life and self actualization.Chapter II Finding the theory source of Language awakening educationThis chapter extricates the theory source and sum up it’s developinghistory of China and the West. One is researching the origin and development of the awakening education with the western educationtheories centered around the Germany culture education. Second is toreassess the Language education of China in the view of awakening, findingout the awakening concept lying in Chinese traditional language education.Third is to elaborating the awakening concept in the current renovationof language classes, searching for the practical significance of Languageawakening education.Chapter III Embodying the value of Language awakening educationThis chapter is the natural continue, the general target and guidingprinciple for Language awakening education. Embodying particularly the4value of Language awakening education in the view of human source are:awakening self consciousness, returning to Id and ego, awakening lifeconsciousness, searching for the meaning of exist, awakeningconsciousness of aesthete, enjoying the feeling of freedom, awakening theconsciousness of innovative, achieving self-transcendence. Embodying ofthe4value directs the Language awakening education and answer thequestion of how can we know they are awakened.Chapter IV General characters for Language awakening educationThis chapter started from the noumenon of Language awakening education,finding out the basic characters of Language awakening education in it’s start, development, way and target. They are endogeny, experience,cultural and constructiveness. And then the basic characters of languageeducation with the view of awakening education is made clear, the spacemodel of Language awakening education was established.Chapter V The implementation strategies of Language awakening educationThis chapter is the bright spot of this paper. It breaks through thelimitation of the Western Culture education which emphasizes in thinkingbut not practice. It makes efforts in implementation strategies,combining language teaching practice and awakening education. It leavedthe Awakening education from theory to practice indeed. Readinginstruction is the most important point in language education. So, thepaper elaborated in detail the Awakening theory through several sides ofreading instruction as reading activities, content of readingconstruction, reading construction procedure, language for readingconstruction and so on. That is to say, this chapter is the integratedapplication of the concept and theory structure which were establishedin the upper chapters. Chapter VI Analyzing cases of Language awakening educationThe space schema of Language awakening education was described throughmulti-angle elaboration of the Language awakening education in the upperchapters. The key point of this chapter is focusing on the carrier andway of language education. They are teachers and the classes.Then itreassessed the form should be of language education with the characterof awakening in the view with the help of theory of awakening. Here, itchooses Yuyi, Qian Menglong, Ly Zhenxi,3famous teachers in contemporaryChina language education as our research subjects, making strong actualsupport to the theory of Language awakening education, givingenlightenment and drawing experience for current language education.Except these, there are introduction and conclusion. The introductionstarted from the enlightenment of the awakening experiences of manyfamous’s language studying, giving the reason for the research, thenanalyzing the situation, value, meaning, way and means for the researchof this paper. This part is the premise for the adapting chapters. If itis researching the Language awakening education theory system in the viewof “learning”of students in the upper chapters, then, the conclusionshifted the view point to “teaching” of teachers to find out theconditions needed to practice Language awakening education theory,establishing the view point of No awakening teacher, No awakeningeducation.更多还原