国语科中小学教学单项实验研究（1927-1937年）

【作者】 陈静；

【导师】 王维臣；

【作者基本信息】 上海师范大学 ， 教育史， 2016， 硕士

【摘要】 20世纪20—30年代,中国教育实验开始走向本土化、中国化,中小学教学单项实验——俗称“小问题”实验,风起云涌,为中国现代教育教学改革提供了鲜活案例。本课题选取中小学教学单项实验中的国语科实验为研究对象,重点选取其发展时期(1927——1937年)进行研究,试图总结其中的经验与教训,为当下的语文新课程教学改革提供有效借鉴。研究首先探讨了中小学教学单项实验发展的三个阶段——萌芽期、发展期、衰微期,其次叙述了国语科教学单项实验发展时期的盛况,再次以发展时期的国语科教学单项实验中的三种典型实验(汉字教学、阅读教学、作文教学实验)为切入口,论述典型实验的发展过程并作简单评价。例如张达善的注音符号实验分为两个子实验,得出先教注音符号后教汉字比注音符号和汉字同时教学好等。章荣的繁简字实验从书写速度、书写正确度、辨认程度方面,研究得出简字书写速度快、正确度高、易辨认。龚启昌的书法实验比较描写和临写优劣,由于实验系数较低,并没有比较出两者优劣。艾伟的横直排阅读实验分两次进行,重点截取第一次实验的小学阶段,研究得出横直行阅读成绩优劣与材料选择、阅读习惯等因子有关,比如小学生存在直行阅读习惯,在白话文、文言文及无意义汉字3项均以直行成绩优。徐亚倩的默读实验,研究得出默读在速率上比理解力进步快。吴震春的作文实验创造出轮廓抒写合一法,研究得出比普通作文法好。最后基于对列举出的实验的一一评价,提炼出发展时期的国语科中小学教学单项实验的特点:中国化创新性、科学性、教育心理性、完整性、多样性、应用性。在此基础上,总结出国语科中小学教学单项实验对当下的语文教学改革的启示:拼音教学采用先教整个拼音后教字母,由综合到分析的方法;识字教学以简体为主,繁体辅助辨认;书法教学根据临摹、描红、映写等方法因材施教,做到同课堂同目的不同人不同法;阅读教学横排为主,特殊材料辅以竖排并注重不同阅读方法的巧妙运用;作文教学应遵循从有话可写到把话写好、提纲先行、文字和符号修改相统一的路径。一切现代史都是当代史,而对国语科中小学教学单项实验的反思也有助于更好地指导目前的新课程教学改革:语文教学实验不能忽视实验的认识功能;不能轻视实验的效度问题;不能造成实验区域少而集中的状态,只有这样,语文教学才能真正走向科学化。更多还原

【Abstract】 1920s- 1930 s, China’s educational experiments began to localizational and Chinese, primary and secondary education single experiment- commonly known as "small problem" experiment, surging, provides a vivid case of Chinese teaching reform of modern education. The topic selected primary and secondary education in the language arts test individual experiments for the study, which focused on select development period(1927--1937) conducted research, which attempts to summarize the experience and lessons, provide effective teaching of new curriculum reform moment reference.Study first discusses the three stages of primary and secondary education for individual experimental development- infancy, development, decline period, followed by a description of the individual teaching language arts test period of development at its peak, again to teaching language arts test individual period of development in the Three typical experiment(Chinese character teaching, teaching reading, writing teaching experiment) as the entry point, discusses the development of a typical experiment and make a simple comment. For example Zhang Dashan’s phonetic symbols experiment were divided into two sub-experiments, after first teach phonetic symbols to teach Chinese characters at the same time better than the phonetic symbols and Chinese characters teaching. Zhang Rong’s target character test in terms of writing speed, writing accuracy, identify the extent of studies found that simply writing the word fast, high correct and legible. Gong Qichang’s calligraphy describing experimental and clinical comparative merits of writing, due to the lower coefficient experiment, did not compare the advantages and disadvantages of both. Ai Wei’s cross straight row reading experiments carried out twice, the first experiment focused on the interception of the primary stage, the researchers draw straight horizontal reading achievement and the merits of material selection, reading habits and other relevant factors, such as the presence of pupils straight reading habits, vernacular, classical and meaningless characters three straight scores are excellent. Xu Yaqian’s silent reading experiment, study results on silent reading comprehension rate faster than progress. Wuzhen Chun’s essay outline and describe the experiment to create one method, research results better than ordinary writing method. Finally, based on the cited experiments one by one evaluation, to extract the individual characteristics of primary and secondary education language arts test period of development:Chinese innovational, scientific, educational psychology, integrity, diversity, applicability.On this basis, summed up the primary and secondary education language arts enlightenment individual experiments of Chinese teaching reform of the moment: the phonetic alphabet to teach the whole alphabet after using teach letters, by the comprehensive approach to analysis; literacy teaching in English-based, traditional auxiliary identification; calligraphy teaching based on copying, Miaohong, writing and other methods reflect individualized, do the same classroom with the purpose of different people different method; reading teaching mainly horizontal, vertical and special materials combined with focus on clever use of different methods of reading; writing teaching should follow from the written word may have something to write, first outline, words and symbols to modify the path to unity. All modern history is contemporary history, and reflection on language arts test individual primary and secondary education also helps better guide current New Curriculum Reform: Language teaching laboratory experiments can not ignore the cognitive function; not underestimate the experimental validity issue; not cause experimental area and less centralized state, the only way to be truly scientific language teaching.更多还原