【作者】 金鑫；

【导师】 金虎雄；

【作者基本信息】 延边大学 ， 亚非语言文学， 2016， 博士

【摘要】 中国朝鲜族教育作为中国教育这庞大体系中的一个分支——少数民族教育的有机组成部分,具有110多年辉煌的发展历史。本文以中国朝鲜族基础教育的最高阶段——高中阶段的朝鲜语文教育为研究对象,以最能体现民族教育特色的文学教育为切入点,从历时层面上回顾了朝鲜语文教育艰难曲折的发展历程,从共时层面上阐述了二十一世纪朝鲜语文教育的发展现状。在此基础上,揭示了存在的问题及局限性,并为今后的发展提出了建设性意见。朝鲜语文教育作为中国朝鲜族基础教育的核心内容,其地位和作用是不可低估的。中国朝鲜族是从朝鲜迁移到中国的越境民族。在特定的、多元文化的,尤其是在汉文化的环境中,朝鲜民族有效地继承和发扬了传统文化,在改革开放和新世纪全球化竞争中展现出了不可替代的影响力。毋庸置疑,在这过程中朝鲜语言文字作为民族的灵魂起到了关键性作用。从这一点上说,朝鲜语文教育的意义是非常重大的,其中文学教育更是一个很重要的内容。文学即人学，对人的教育离不开文学教育。文学教育的原始功能是通过提高文学修养来完成对人的教育。本文以文学教育的原始功能为立足点,以学校课堂教育为研究对象,从理论和实践上分析和探讨了朝鲜族高中文学教育的现状及其在《朝鲜语文课程标准》和教材编写当中的实施情况。本文采用比较教育的研究方法,在阐述朝鲜族高中文学教育现状的同时,对于同源同语言的韩国文学教育现状和同国同教育政策下的中国汉族高中的文学教育现状,也进行了横向对比。进入新的历史时期,文学教育在朝鲜族高级中学得到了长足的发展。但是,因文学教育不是独立的学科领域,加上相关理论研究跟不上,其在文学观、文学教育观方面所呈现出的客观局限性也十分明显。因此,包括课程标准、教材研发、教学实践、教育评价、教师培训在内的一系列教育活动当中,文学教育只能充当感悟和理解文本的单一角色,始终未能涉足脱离接受美学的思维中心、活动中心、属性中心的文学教育本质领域。本文的学术研究意义在于：揭示了当前朝鲜族高中语文教育的局限性,即缺乏对文学教育基础理论的认识,没能建立起较完善的课程体系,从而无法实现文学教育对人的教育的效率最大化。本文还为今后的朝鲜族高中教育改革提出了有价值的建议,并指明了方向。更多还原

【Abstract】 Korean-Chinese education which enjoys a history of 110 years is an indispensable part in Chinese education. Subordinating to Chinese education, Korean- Chinese education has developed in an ideal situation.This paper focuses on Korean literature education which represents characteristics of Korean language education in Korean-Chinese senior high school. The history of literature ducation is looked back in a diachronic way and the development of it is researched in a synchronic way to explore problems and limitations in literature education from multi-aspects. The aim of conducting this research is to achieve improvements in Korean literature education in the future.Korean language education is regarded as the core of Korean-Chinese primary education. Under global circumstance in the 21st century, developing traditional culture and inheriting the soul and spirit of nationality is in urgent need. With the bi-cultural identity, the importance of learning Korean language through Korean literature education cannot be ignored.The purpose of this paper is to master the situation of literature education in Korean-Chinese schools from both theoretical and pragmatic ways. From the theoretical viewpoint, repeated literature education is one of effective ways to realize the meaning of being human beings. In this paper, literature curricula in school and textbooks used in class for literature education are discussed in an academic approach.Under the theory of comparative education, literature education in Korean-Chinese senior high school is compared with Korean literature education in South Korea which shares Korean as the same language. In addition, it is also compared with the Chinese literature education which enjoys the same education policy in China.Even though limitations are caused by the lack of independence and theoretical researches on Korean-Chinese literature, literature education in Korean-Chinese senior high school has achieved satisfactory results since the 21st century. To better develop literature education in Korean-Chinese senior high school, the necessity and appropriateness of thought-oriented, activity-oriented, and attribute-oriented literature education based on understanding and appreciation of literature texts from comprehensive aspects including curriculum, material development, teaching and learning practice, teaching evaluation, and teaching training are supposed to be proposed.The meaning of this paper is to provide valuable advice for educational reform and suggest certain improvements to maximize the influence of literature education in Korean-Chinese senior high school.更多还原