【作者】 张丽琴；

【导师】 彭建国； 臧迎春；

【作者基本信息】 湖南大学 ， 学科教学（语文）， 2023， 硕士

【摘要】 在语文教学中渗透节日民俗要素教学,对于学生语言、思维、审美以及文化提升等方面都有着其他学科所无法替代的重要意义,利用好民俗资源可以有效地推动语文课程发展以及提高学生素养,可以使学生对语言文字产生兴趣,喜欢上中国语言文字,学习我国优秀文化,增强民族文化认同感和自豪感,增强“四个自信”。以节日民俗为主题展开语文教学,既是丰富了语文课程内容,又是为语文教学提供一种新的教学视角,以此推动语文课程教学的发展。因此,在语文课堂中进行传统节日民俗要素教学非常有必要。节日民俗既是我国优秀传统文化的重要组成部分,同时也蕴藏着丰富的语文教育资源。但由于外来节日的影响、教师的忽略、学生的不关注等问题,导致在语文课上展开节日民俗要素教学比较困难。本论文是寻求节日民俗在语文课程中的教学方法,重点关注如何利用好节日民俗的内容来促进语文教学。通过教师深入挖掘教材,引导学生全面感受文本,联系实际生活,提供教育实践机会,学生更加深刻地体会节日民俗的魅力,以语文课程为依托促进节日民俗要素教学,提升学生的语言能力、思维能力、审美能力,增强文化自信。本论文一共分为四个部分论述:第一部分为引言,主要说明了本论文的研究背景和目的、研究现状和意义、研究方法和创新点,对节日民俗有关的概念也下了定义。第二部分,对初中语文教材节日民俗分布内容及特征进行整理,选文内容丰富、题材多样,并零散不均衡地分布在每个学段的语文教材中。节日民俗要素与语文核心素养紧密相关,其背后蕴含着爱国、进取、感恩、和谐等丰富的精神内涵,从语言能力、思维能力、审美能力和文化自信四个方面进行论述。探讨了在语文课堂中进行节日民俗要素教学的价值,对提升学生的语文核心素养、促进社会和谐发展提高教师的教学能力都有着不可或缺的作用。第三部分通过调查问卷发现节日民俗要素教学存在的问题及归因分析,学生对节日民俗感兴趣但只停留在表面,对节日民俗的了解不全面,不深刻,他们渴望学习并参与到节日民俗中来,但是学习途径较少,教师讲解不多,学校方面不重视,导致学生对节日民俗的接触不系统、不完整。第四部分阐述了在语文课堂中进行节日民俗要素教学的策略以及具体设计,在语文核心素养的背景下,从语言、思维、审美和文化四个方面论述教学策略,提出要感受文本、深挖教材、深度阅读、联系实际、发表观点、积极探究。以此为基础,设计教学方案,进行教育实践,希望能够给语文教师的教学带来一些思考。更多还原

【Abstract】 It is a requirement of Chinese curriculum standards for students to carry out the teaching of holiday folklore elements in Chinese course.Infiltrating the elements of festival folklore into Chinese language teaching is of great significance to students in language,thinking,aesthetics and cultural improvement in a way that no other subjects can.Using good folklore resources can effectively enhance national strength,promote the development of Chinese courses and improve students’ literacy.Taking the theme of festival folklore as the theme of Chinese teaching,not only enriches the content of Chinese curriculum,but also provides a new teaching perspective for Chinese teaching,thus promoting the development of Chinese curriculum teaching.Therefore,the teaching of holiday folk elements in Chinese courses meets the requirements of Chinese curriculum standards.It is necessary to teach the elements of traditional festivals and folklore in Chinese classroom.Festival folklore is not only an important part of our excellent traditional culture,but also contains abundant resources of Chinese education.However,due to the influence of foreign festivals,the neglect of teachers and the lack of attention of students,it is difficult to carry out the teaching of holiday folklore elements in Chinese language classes.This thesis is to seek the teaching method of festival folklore in Chinese curriculum,focusing on how to use the content of festival folklore to promote Chinese teaching.By digging deeply into teaching materials,guiding students to feel the text in a comprehensive way,connecting with practical life,and providing educational practice opportunities,students can experience the charm of holiday folklore more deeply,promote the teaching of holiday folklore elements based on Chinese curriculum,enhance students’ language ability,thinking ability,aesthetic ability,and enhance cultural confidence.This thesis is divided into four parts:The first part of the introduction,mainly explained the research background and purpose of this thesis,research status and significance,research methods and innovative points,the concept of festival folklore is also defined.The second part,the distribution content and characteristics of the festival folk custom of junior middle school Chinese teaching materials are sorted out,the selection of the content is rich,the subject matter is diverse,and scattered unevenly in the Chinese teaching materials of each academic period.Festival folk custom.festival folk elements is closely related to the core literacy of Chinese,which contains patriotism,enterprising,gratitude,harmony and other rich essence.The connotation of God is discussed from four aspects:language ability,thinking ability,aesthetic ability and cultural self-confidence.Discuss in order to improve the core quality and promote the students’ Chinese,the value of festival folk elements teaching is carried out in Chinese classroom.It is indispensable to develop harmoniously and improve teachers ’teaching ability.The third part finds out the problems and attribution analysis of the teaching of the folk elements of the festival through the questionnaire,students Interested in festival folk custom but only on the surface,they are not comprehensive and profound in understanding festival folk custom,they are thirsty.Students I hope to lean and participate in the festival folk custom,but there are few ways to lean,not many teachers explain,and the school is not.Attention,resulting in students’ contact with festival folk customs is not systematic and complete.The fourth part elaborates the strategy and concrete design of teaching the elements of festival folklore in Chinese classroom.Under the background of Chinese core literacy,the teaching strategy is discussed from four aspects:language,thinking,aesthetics and culture.Based on this,design the teaching plan,carry on the educational practice,hope to be able to bring some thinking to the Chinese teacher’s teaching.更多还原