【作者】 史洁；

【导师】 夏之放；

【作者基本信息】 山东师范大学 ， 文艺学， 2006， 硕士

【摘要】 本文从目前中学文学教学的现状出发,根据新一轮语文课程体系改革倡导和标举的新的教学理念,提出了“文学类文本审美性教学”这一课题,并试从理论和实践的结合上对其加以探讨。文学类文本审美性教学不同于以往单纯的知识传授和技能训练,它是在文学作品所展示的审美世界中,通过充分发挥学生的个性特征去感受美,欣赏美,创造美,在“春风化雨”、“潜移默化”中把文学教学的目的落到实处。审美性教学是文学教学追求的最高境界,是实现人文关怀,抵达语文教学终极目的的必由之路。这种教学是对认知教学和语文技能训练的发展与升华,通过以审美促认知、使认知和审美相结合,提高认知教学的层次、凝练认知教学的效果。语文的世界是一个审美的世界。语文教学的过程不只是知识获得的过程,也是一个审美体验的过程,只有在认知教学的同时注重和加强审美教学,才能体现语文的本体特性,提高语文教学的质量。新颁布的初高中《语文课程标准(实验稿)》中指出:“工具性和人文性的统一,是语文课程的基本特点。”语文教学既要重视语文技能的训练,让学生学会使用语文这一工具,同时又要注重丰富和发展学生内心生活、心灵世界,对学生进行审美教育,开拓情感的自由空间,建构学生的精神世界。因此,加强审美性教学,符合当前语文课程与教学改革的方向,有利于突破单一性认知教学模式的窠臼,消除单纯进行技术训练的弊端,改变静态阐释、知性肢解的概念化教学局面,使更多还原

【Abstract】 This paper starts from the real situation of literature teaching in middleschool, and it raises the topic of “aesthetic teaching of literary texts”according to the new teaching concept that is publicized by the reform ofChinese course system. This paper is to explore it in the perspective ofcombination of theories and practice.Aesthetic teaching of literary texts is different from the previous pureknowledge teaching and skills training. It refers to exerting thecharacteristics of students to feel, appreciate and create beauty in theaesthetic world that literature works display. In this way, the aim ofliterature teaching will be realized gradually. Aesthetic teaching ofliterary texts is highest level of teaching, and it is the only way to realizethe humanistic care and reach the destination of Chinese teaching. Thiskind of teaching develops and exalts the cognitive teaching and skillstraining, with the purpose of heightening teaching level and strengtheningteaching effect through promoting the relationship of the aesthetics andthe cognitive.The world of Chinese is the world of aesthetics. In Chinese teachingprocess, we can not only gain knowledge, but also experience the beauty.Only through emphasizing and strengthening the aesthetic teaching whilepromoting the cognitive teaching, the ontological character of Chineseteaching can be demonstrated, and quality of teaching can be heightened.According to the newly-passed Chinese Course Standard for junior andsenior high school, “the basic characteristic of Chinese course is theunification of utility and humanity.” Chinese teaching should layemphasis on the skills training in order to teach students to masterChinese as a tool, at the same time, it should also develop and students’inner life, extend the free domain of feeling, and construct the sprit worldof students. So, strengthening aesthetic teaching is consistent with thedirection of current Chinese course and teaching reform. It is helpful tobreak through the set pattern of cognitive teaching mode and remove theproblem of pure skills training. It can change the teaching situation withstatic interpretation and rational dismemberment as its characteristics. Bythis means, the literature teaching which has flesh, feelings andsignificance will become more lively and energetic. The process ofliterature teaching will be the process of students’ experience of beauty.Students learn Chinese skills and cognitive education, at the same time,their minds are edified, and their souls are awakened.This paper regards aesthetic teaching of literary texts as the reasoningpivot, and it will discuss this problem from four aspects: the first is theconcept of aesthetic teaching of literary texts;the second is thecharacteristics of aesthetic teaching of literary texts;the third is thedesign of aesthetic teaching of literary texts;the last is the problems thatshould be paid attention to in the process aesthetic teaching of literarytexts.The first part is the concept of aesthetic teaching of literary texts. Thefirst question under discussion is the inner concept of aesthetic teachingof literary texts. It means that aesthetic teaching of literary texts isdifferent from cognitive teaching and single language skills trainingteaching. This kind of aesthetic teaching of literary texts emphasizes theanalysis of literaryness of literary texts and the unique aestheticexperiences of students. It stresses the interest of literature and is full ofsignificance of literature. Thus, it makes efforts to enrich students’feelings, edify the minds of students, extend the bosom of students andheighten the level of students. In this way, students can feel the beauty ofliterature world. The second is to discuss the meaning of aestheticteaching, meaning to change the teaching idea and teaching methods,realize the teaching aim and exalt the teaching quality.The second part is to discuss the characteristics of aesthetic teaching ofliterary texts. This paper thinks that aesthetic teaching of literary texts isof great importance. It is a kind of experience activity, and it is also akind of dialogue activity;it is a kind of activity of edifying, it is a kind ofactivity of constructing. Experience activity is the inner characteristic ofaesthetic teaching. Dialogue activity is the ingrain power of aestheticteaching which has intersubjectivity and characteristic of practice.Edifying activity is the exaltation of aesthetic teaching, which haspotentiality and creativity. Constructing activity is the final aim ofaesthetic teaching, which is shown in the free spirit and optimizedpersonality.The third is about the design of aesthetic teaching of literary texts.Starting from the teaching practice, this paper is mainly to study the modedesign of aesthetic teaching. In order to strengthen the utility, this paperanalyzes all kinds of teaching design and teaching methods. It includesaesthetic perception teaching, aesthetic discovery teaching and aestheticcreative teaching.The fourth part begins with the situation of reform of Chinese teaching.In the process of aesthetic teaching of literary texts, some problemsshould be paid attention to, such as general perception, mood, context,words appreciation and aesthetic experiences. These problems are furtherresearched in order to heighten the significance of operation and practice.更多还原