语文课程文化价值的游离与回归
The Dissociation and Return of the Cultural Value of Chinese Curriculum
耿红卫 1刘鑫鑫2
作者信息
- 1. 河南师范大学 文学院,河南 新乡 453007
- 2. 新乡市育才小学,河南 新乡 453000
- 折叠
摘要
教育就是要教人以术,育人以德,课程作为实现教育抱负的手段,也应该具有知识、方法和文化三种价值.然而,从教育现状来看,作为"文化场"的语文课程却面临着各种挑战:缺乏伦理性的教学观、轻思维生成的浅学习、淡化体验感的"假"实践,致使语文课程文化的价值诉求和价值意义难以实现.为克服语文课程文化危机,回归语文课程文化,教师必须拥有高度的文化自觉,以一种合乎伦理的方式展开教学,在"文化共生"的教学环境中,带给学生沉浸式体验,引导学生对课程资源获得"文化理解",从而实现文化语文教学.
Abstract
Education is to teach people with skills and morality.Curriculum,as a means to realize educational aspirations,should also have three values:knowledge,method and culture.However,from the current situation of education,as a"cultur-al field",Chinese curriculum is faced with various challenges:lack of ethical teaching concept,shallow learning with light thinking,and"false"practice that weakens the sense of experience,which makes it difficult to realize the value appeal and val-ue significance of Chinese curriculum culture.In order to overcome the cultural crisis of Chinese curriculum and return to the culture of Chinese curriculum,teachers must have a high degree of cultural consciousness,carry out teaching in an ethical way,give students an immersive experience in the teaching environment of"cultural symbiosis",and guide students to obtain"cul-tural understanding"of curriculum resources,so as to realize cultural Chinese teaching.
关键词
"文化场"/语文课程文化/文化语文/深度学习Key words
cultural field/Chinese curriculum culture/culture of Chinese/deep learning引用本文复制引用
基金项目
河南省教育科学"十四五"规划重点课题(2024JKZD13)
出版年
2024
国家科技期刊平台
NSTL
万方数据