【作者】 张鹤；

【导师】 韩建立；

【作者基本信息】 吉林大学 ， 课程与教学论， 2022， 硕士

【摘要】 中国传统语文教育包含现代学科的文史哲等部分,直到1904年开始分科教学,才有单独设科的现代语文教育。语文受自身复杂性以及各种因素的影响,导致不同学者有着自己不同的见解,语文教育界一直存在着对语文课程性质的讨论与研究,对于这门课程性质的研究持续不断。课程性质问题是语文教育研究中最核心的问题,不同的课程观会产生不同的教材编写理念顺序问题、产生不同的教学策略以及不同的教学评价等。本文通过梳理百年来关于语文课程性质研究的著作、期刊论文以及课程标准(教学大纲),提出关于研究语文课程性质的建议,希望进一步推进关于语文课程性质的思考与研究。本文的创新之处是,在梳理历史上有关语文课程性质的不同观点时,将中小学语文和大学语文看作一个不可分割的整体,从“大中小”三位一体语文观的角度进行研究,厘清每个阶段有关语文课程性质的各种观点,同时也对其做出辨析与反思。本文共分六个部分:第一部分是绪论,主要是说明选题缘起、本课题的核心概念、研究意义、相关研究的学术史梳理以及研究思路、方法。第二部分是二十世纪前期关于国文、国语课程性质形式与内容层面不同观点的梳理与反思。这一时期对语文课程性质的研究,侧重将语文学科与其他学科进行区分,言语形式是语文学科所独有的。本文也是通过对这一时期的研究,提出“言语性”才是语文课程的根本属性。第三部分是对二十世纪五、六十年代关于语文课程性质的“文”“道”之争的观点进行梳理与反思。这一时期的“文”“道”之争,是二十世纪前期探讨的延续,但没有达到之前对语文课程性质研究的深度,只是在争论“文”“道”谁先谁后、分清主次的问题。第四部分是对二十世纪七十年代至九十年代关于语文课程性质“工具性”与“人文性”争论的观点进行梳理与总结。语文课程的“工具性”与“人文性”的说法,归根到底是内容与形式的选择,“形式”才是语文课程性质的着眼点。第五部分是对二十一世纪以来关于语文课程性质继续探讨的观点进行梳理。运用比较研究法将二十一世纪以来语文课标中对语文课程性质的表述进行比较,归纳总结。第六部分是关于语文课程性质研究的历史反思。百年语文教育性质的发展与延续,每个时期的学者有不同的观点与见解,有继承也有发展,但至今对语文课程性质的认识仍未达成共识。本文总结了影响语文课程性质研究的因素,提出了关于研究语文课程性质的建议,反思当下,以期对语文课程性质的研究提供参考。更多还原

【Abstract】 The traditional Chinese education in China includes modern subjects such as literature,history and philosophy.It was not until 1904 that modern Chinese education was separated into different subjects.Chinese is affected by its own complexity and various factors,leading to different scholars have their own different views,Chinese education circle has always been the nature of the Chinese curriculum discussion and research,the nature of the course for the study continues.The nature of curriculum is the core of Chinese curriculum.Different views of curriculum will lead to a series of problems such as the implementation of teaching,the compilation of teaching materials and teaching evaluation.By combing the literature works,journal papers and curriculum standards on the study of the nature of Chinese curriculum in the past hundred years,the author puts forward suggestions on the study of the nature of Chinese curriculum from the perspective of the new era,hoping for further development of the nature of Chinese curriculum.This article innovation place is in the process of Chinese curriculum nature history will be primary and secondary school and university language to comb at the same time,this article from the perspective of the concept of "medium" trinity language study,clarify the task and purpose of each stage should take on,this is the requirement of Chinese subject in the new period,also can let the course coruscate gives new vitality.The paper is divided into six parts:The first part is the introduction,which mainly expounds the origin of the topic selection,the definition of the core concept of this topic,the research significance,the academic history of relevant research,research trends,research ideas and methods.The second part is to sort out and reflect on the views of the early 20 th century on whether the nature of mandarin and Chinese curriculum is "formal training" or "substantive training".During this period,the research on the nature of Chinese curriculum focused on distinguishing Chinese subject from other subjects,and the form of speech was unique to Chinese subject.Through the study of this period,the author puts forward that "language nature" is the fundamental attribute of Chinese curriculum.The third part is to sort out and summarize the viewpoints of "Wen" and "Dao" on the nature of Chinese curriculum in the 1950 s and 1960 s.The debate between "Wen" and "Dao" in this period was a continuation of the discussion in the early 20 th century,but it did not reach the depth of the previous research on the nature of Chinese curriculum,arguing about the priority between "Wen" and "Dao".The fourth part is to sort out and summarize the viewpoints of the "instrumental" and "humanistic" debate on the nature of Chinese curriculum from 1970 s to 1990 s.In the final analysis,the "instrumental" and "humanistic" views of Chinese curriculum are the choice of content and form,and "form" is the focus of the nature of Chinese curriculum.The fifth part is to sort out the views on the nature of Chinese curriculum since the 21 st century.By means of comparative study,the author compares and summarizes the expressions of the nature of Chinese curriculum in the curriculum standard since the 21 st century.The sixth part is the historical reflection of the research on the nature of Chinese curriculum.During the development and continuation of the nature of Chinese education in the past hundred years,scholars in each period have different views and opinions,which are both inherited and developed.However,there is still no consensus on the understanding of the nature of Chinese curriculum.The author summarizes the factors that affect the study of the nature of Chinese curriculum and puts forward some suggestions on the study of the nature of Chinese curriculum.To reflect on the present,in order to provide experience for the later research on the nature of Chinese curriculum.更多还原