【作者】 周燕；

【导师】 倪文锦；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2007， 博士

【摘要】 自从上世纪80年代文学教育重新恢复它在语文课程中的地位和职能开始，文学教育的重要性和必要性就成为了语文教育理论研究者和实践工作者关注的一个重大问题，成为文学教育研究领域的一个核心问题。直到今天，这个问题依然受到人们的关注和重视。但是，随着时间的推移，随着社会对人们文学素养需求的日益提升以及文学教育研究本身的日益发展，文学教育研究领域的问题焦点其实已经发展了转移，即从对文学教育重要性和必要性的确认转移到文学教育的重要性和必要性如何在基础教育中得到落实。也就是说，今天，在文学教育的重要性和必要性已经基本上成为人们的共识的前提下，继续对这个问题纠缠不休已经没有太大的意义，况且也无法满足文学教学实践和理论研究发展的需要。在当前的文学教育研究领域，对文学教育课程层面的探索和思考是一个更为紧迫、更为重要的问题。因此，文学教育的独立化和课程化问题应该被提上议事日程，成为文学教育研究的焦点问题。目前，语文科文学课程的研究，在国内仍然是一个有待开发的领域，这方面的理论累积十分稀少，而且大多比较零碎，研究也不够深入。因此，对语文科文学课程进行系统的研究是十分有必要的。我国语文教育史上关于文学教育与文学课程的经验累积，以及国外文学教育与文学课程的现实经验对照，为我们的语文科文学课程的研究提供了很好的材料和借鉴。我国上世纪50年代的文学课程实验，让我们看到分科后的文学教育产生的良好效果以及对当时学生的深刻影响，为文学教育的独立化和课程化提供了一个很好的先例。而国外大多数发达国家语言和文学分科教学的普遍做法，也为文学教育的独立化和课程化提供了强有力的支持。对文学课程的分类学方法，使我们获得了一个丰富而多元的文学课程系统。文学课程从形式上分，可以分为独立的文学课程和非独立的文学课程，而独立的文学课程又可以分为显性的文学课程和隐性的文学课程；从内容上分，可以分为专门的文学课程和综合的文学课程，综合的文学课程又可以分为以政治思想教育为目的的文学课程、以语言教育为目的的文学课程、以其它教育为目的的文学课程等多种类型，而专门的文学课程内部也包含文学语言教学、文学知识教学和文学审美教学等多种因素。可见，文学课程并不是只有一种形态的课程，也不是一个单子结构的课程，而是一个具有多种形态、包含多种因素的课程群。这就使我们从文学课程单一形态和单子结构的设想中解放出来，初步确立了文学课程的分类系统，为进一步研究打开了思路。仅仅有纵向和横向的经验梳理，以及对文学课程的分类是不够的，这些基本上还属于“外围”的研究。语文科文学课程的建设离不开具体层面的建构。作为一项新领域的入门研究，我们不可能给出具体的蓝图和操作指南，但却可以对语文科文学课程的具体建设进行一些前提性研究。根据初步研究成果，语文科文学课程的具体建构可以从以下四个维度来进行：一是语文科文学课程的哲学基础；二是语文科文学课程的基本立场；三是语文科文学课程的目标、内容和方法；四是语文科文学课程的组织、实施和评价。从这四个维度来思考语文科文学课程的建构问题或许不够完全，却是最基本的，也是十分有必要的。更多还原

【Abstract】 Since the literature education resume its status and function in Chinese course in the 1980s, the essentiality and necessity of the literature education became a momentous matter that Chinese educate theory researchers and carry outers carry as well as a core issue of the literature education research field. Until today, people still attach importance and attention to this issue. But as time goes by, the focus of the literature education research has developed and transferred because of the society needs people to advance literary attainments gradually as well as the literature educate research developing. It is said the focus has transferred from affirm the essentiality and necessity of the literature education to how to carry out it in the basic education. i.e. It is meaningless that keeps on badgering on this issue on the precondition of the essentiality and necessity of the literature education have became people’s common cognition today. It is also can’t satisfy the need of the literature education practice and the theory research developing. In the current field of the literature education research, it is a much more important issue that is to explore and rethink the literature education. So the independence and the course-rization of the literature education ought to bring up to the schedule and became the focus of the literature education research . At present, the research of Chinese literature course at home still is a field of awaiting for exploitation. The thoeries of this aspect is quit few, further more they are bits and pieces and the researches are not embed enough. So it is necessary to study the Chinese literature course systemically.The Chinese education history experiences of the literature education and literature course in our country as well as the literature education and literature reality experience at abroad have offered us corking materials and references. The literature course experiments in our country of the 1950s let set eyes on the good effects of the branched literature education and the profoundly influences of the then students. They offered a leading card to the independence and the course-rization of the literature education. The rife of modus operandi of separating language and literature education of the most of the developed foreign countries also has offer strongly sustain for the independence and the course-rization of the literature education.The taxology methods of the literature course let us gain a literature course system that is abundance and pluralistic. classifying the literature course formally, it can be dependent literature course and independent literature course, moreover independent literature course can be dominant and recessive. Classifying it according to the content, it can be special literature course and compositive one. The compositive literature course can divide into many kinds according to the education aims such as literature course of politics ideological educates as purpose, the literature course taking of language educates as purpose, the literature course taking that other educates as purpose. And that the special literature course itself also has multi complications, for example literature language teaching, literature knowledge teaching and literature taste teaching and so on. It is obvious that literature course neither a course that only has one conformation nor single son structured one. It is a group of courses that have many conformations and complications. This liberate us form the assume of literature course is only has one conformation or single son structured one, establish the classifying system of the literature course elementarily and opened up a train of thought study for further study.If we only have lengthways and transverse experience carding along with classifying the literature course, it is not enough and they are belong to the "periphery" research. The construction of the Chinese subject literature course can’t be separated from concretely constructing. As an induction study of a new field, we can not give frondose blueprint and operation guide, but can carry though some researches as precondition for the material construction of the Chinese subject literature course. Based on the pilot study, the material construction of the Chinese subject literature course can be carried through on four dimensionalities as followed: first, the philosophy base of the Chinese subject literature course; second, the basic standpoint of the Chinese subject literature course; third, the purpose, content and method of the Chinese subject literature course; forth, the organization, actualization and evaluation of the Chinese subject literature course. Maybe it isn’t enough but it is the most essential also quit necessary to consider the issue of the Chinese subject literature course from this four dimensionalities.更多还原