高中语文教学人文教育的探索

【作者】 王燕；

【导师】 孙小兵；

【作者基本信息】 辽宁师范大学 ， 学科教学（专业学位）， 2013， 硕士

【摘要】 “教育,首先是人学”,这是苏霍姆林斯基对教育下的一个独特的定义。“让每一个从自己身边走出去的人都拥有终生幸福的精神生活”,这是苏霍姆林斯基的教育理想,也是笔者的教育理念。笔者结合研二上学期到盘锦市大洼县第三高级中学实习的经历,对高中语文教学中的“人文教育”进行了相关探索,并有了一些肤浅的认识。语文教育是“人”的教育,语文教学中的人文教育也不完全等同于思想教育、情感熏陶、人格培养,它更多的是指向人性、自由、个性、创造、多元。本文正文主要从四个部分对“人文教育”进行阐述：第一部分是通过描述中西方人文教育的发展,为语文教学中的人文教育确立基本的价值取向。语文教学就是以“人”为对象,塑造和建构人的活动。第二部分是通过阐述语文的“人文性”,高中生的“自我同一性”和当前高中生的人文素养现状,说明在高中语文教学中进行人文教育的必要性。第三部分是本文的核心所在,也是笔者在教育实习中进行人文教育的探索。一、课前1分钟演讲,既调动了学生的学习兴趣,又锻炼了口语交际能力,更重要的是培养了学生丰富而美好的情感,张扬了独特而精彩的个性。二、注重阅读与写作,通过每周一堂作文欣赏课,筛选学生们用心创作的作品,鼓励学生们自由表达,珍视个人的独特感受,实现写作的个性化；通过阅读交流,学生会发现内心深处那个常常沉睡的自己,让学生获得知识、形成能力的同时,给予学生情感、态度、价值观的正确导向。三、开展对话式教学,主张师生相互尊重、信任和平等,在教学中通过对话交流,充分调动学生的主体参与能动性,重视学生自身的自主体验,培养学生的质疑精神、创新精神和良好的思维方式。第四部分是对人文教育的探索进行反思,无论是课前一分钟演讲,阅读与写作活动的开展,还是对话式教学,贯穿其中的始终是一种真实、自由、个性而富有诗意与创造性的教育环境,一种对生命的尊重与关怀,这就是人文教育的本质所在。笔者结合国内外的理论研究及自身的实践探索,对语文人文教育也有了一点粗浅的认识：一、培养诗意情怀；二、以学生为中心；三、保护创造性思维。本文的创新之处在于：一、特别重视理论和实践的结合,其中列举了大量的实际教学案例,尽力做到有理有据；二、本文侧重为学生们营造轻松自由的课堂氛围,在充分张扬其个性的基础之上,让其自觉接受人文教育。当然,由于笔者自身知识储备的不丰厚,教学经验的不足,所以对高中语文教学中的人文教育尚停留在初步探索阶段,有待于以后继续深入研究,但笔者依然希望本文能为高中语文教师更好地进行人文教育提供一些新思路。更多还原

【Abstract】 Content:"Education, the first is the study of man", this is Sue Home Linsky to a unique definition of education."Let every one from his side go out to have a lifetime of happiness and spiritual life", this is Sue Home Linsky’s ideal of education, is also the author’s idea of education.Based on the internship experience of my Graduate students in second grade last semester in3high school in Panjin, the current high school language teaching "Humanistic Education" are explored, and some superficial understanding. Chinese education is "people" education, humanistic education in Chinese teaching is not equal to the ideological education, the influence of emotion, personality cultivation, it is more to human nature, freedom, individuality, creativity, diversity. This article mainly from the three parts of the paper "humanistic education"The first part is the development of the western humanism education in description, established the basic value orientation of humanistic education in Chinese teaching. Language teaching is a "person" as the object, shape and construction of human activities.The second part is described by the Chinese "human nature", the senior high school students "self-identity" and the current high school students humanistic literacy, shows the necessity of humanism education in Chinese teaching in senior high school.The third part is the core of the paper, the author explores is the humanities education in the education practice. First,1minutes before the class, can arouse students’ interest in learning, and exercise the ability of oral communication. More important is to train students with rich and beautiful emotion, make unique and wonderful personality. Second, pay attention to reading and writing, through every Monday church composition appreciation, screening students diligently works, encouraging students to freedom of expression, caring about the unique personal feelings, to achieve the personalized writing. By reading, students will find deep down inside that often sleeping oneself, let students get knowledge, forming ability at the same time, gives the students the correct orientation of emotion, attitude, values. Third, dialogue teaching, it changes the past teachers in language classes in the "spoon-feeding" approach, advocated the teacher-student mutual respect, trust and equality, dialogue and exchanges in teaching, fully mobilize the participation of students initiative, pay attention to the students’own independent experience. By asking questions, inspire students to think independently, self-reflection, cultivating students’ questioning spirit, the spirit of innovation and a good way of thinking.The fourth part is the Humane Education for reflection, lesson one minute before the speech, reading and writing activities, interactive teaching, running through them is always a real, free, personalized and poetic creativity educational environment, a life of respect and care, which is the essence of humanistic education. Theoretical research at home and abroad as well as their own practice and exploration, the author has also been a little superficial understanding of the language and cultural education:First, a poetic feelings; Second, student-centered; Third, respect for individuality, encourage creativity.The innovation of this paper lies in:First, pay special attention to the combination of theory and practice, which gives a lot of practical teaching case, try to make sense; Second, the paper for the students to create a free and relaxed classroom atmosphere, on the basis of fully developed their personality, let their own acceptance of humanistic education.Because of the author’s knowledge reserve is not huge, shortage of teaching experience, so the high school language teaching humanities education is still in the initial stage of exploration, waits for further studies. But I still hope that this can be for high school language teachers better humanistic education to provide some new ideas.更多还原