语文教学与人文关怀
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摘要
纯“工具性”的语文教学观过分强调知识技能的重要性，知识目标至高无上，只重视对学生进行知识的传授和技能的训练，学生成了灌输知识、接受知识的机器，中学生热情似火的内心世界成了被遗忘的角落。这种片面的教学观，挫伤了师生双方教与学的热情，尤其是作为学习主体的学生，丧失了学习语文的兴趣，使本来最具情趣、最具人性美的语文教学变成了苍白、无生气的知识之学、技艺文学，因此，寻找回语文教学长期以来被忽视的人文性质，充分发挥人文关怀在语文教学中的重要作用，使学生的语言与精神同步成长，便成为当务之急。
关于“人文关怀”这一论题，已有语文教育界的专家、学者对其中的相关问题作过探讨，但把语文教学与人文关怀加以整合研究并结合实践进行探讨，却略嫌不足。本文试图运用当代教育学、心理学、哲学、教育文化学和文学解读学的理论，结合已有的研究成果和自己十几年来的教学实践，对语文教学中的人文关怀进行初步探讨。
全文遵循认识规律，对在语文教学中如何实施人文关怀问题由浅入深地分以下部分进行了探讨：
第一部分阐释人文关怀的含义，思想基础及其意义。该部分对人文关怀的概念做出了界定，并论述了人文关怀所具有深刻的本体论和主体论思想基础，揭示出它最重要的意义是对语文教学“纯工具”观的否定。
第二部分阐述人文关怀的教学特征。该部分运用教育学、教育文化学的有关理论，论述了具有人文关怀的语文教学不同于只重知识、技能的语
文教学。这种不同表现在教学内容、方法、环境、师生关系等各方面，概
括起来，其主要特征为:理性寓于感性之中;教学内容具有丰富的人文特
质;教学环境具有真诚、自由、开放的特点;理解、表述具有多样化、独
创性和创新性。
第三部分阐述人文关怀的教学原则。该部分运用教育学、文学解读学
的理论，提出了依据人文关怀的目标、教学特征，为确保人文关怀顺利实
施的四个基本原则，即个性化原则、生活化原则、民主化原则、言语有效
性原则。
第四部分设计了具体实施人文关怀的语文教学策略。在具体实施人文
关怀的语文教学中，唤醒学生的自我意识，使学习者进入自觉、主动的学
习状态是基础，所以三种教学策略都围绕学生自主学习，主动思维设计。
即以“体验”为特点的主动感悟策略;以“积淀”为特点的主动习得策略
和以“语用”为特点的主动发展策略。
文章的最后一部分表明，人文关怀实质土是对教师提出的新要求。从
教育观念的更新，到教学内容、方法的选择、运用都向教师提出了新的挑
战，为了应对这一挑战，语文教师必须具备崇高的人格形象，具有人文情
怀，具备精湛的教学艺术，担负起在语文教学中实施人文关怀的重任。
The Chinese teaching methodology of "Pure Tool" overemphasizes the importance of knowledge and skill. "Pure Tool" believes that acquiring knowledge is the top priority and emphasizes than students obtain as much knowledge as possible and practice extensive skills. Students become machines to accept knowledge and skills but lose the interest of learning and thrilling of soul. This narrow-minded methodology hurts the enthusiasm of instructors to teach as well as of students to learn. Especially the students, who are the main focus of teaching and learning, loss their interests in language learning. This situation makes the Chinese teaching, originally interesting and full of beauty of humanity, a pale and lifeless teaching of knowledge and skills. Therefore, to retrieve the long lost humanity in Chinese teaching, to expend the roles of human culture and solicitude, and to make students' language ability as well as their soul grow at the same page become our current top priorities.
Although many aspects of human culture and solicitude have been discussed by researchers in Chinese teaching and learning, a thorough research on the function of human culture and solicitude in Chinese teaching and its practice roles seems fall short. This thesis intends to discuss the roles of human culture and solicitude in Chinese teaching based on theories of contemporary pedagogy, psychology, philosophy, and literature reading and understanding theory, in combination with current research results as well as author's over ten years' personal teaching experience.
Based on the theory of learning and understanding, the thesis discusses how to implement human culture and solicitude in Chinese teaching in the following chapters step by step.
Part 1 explains the meaning, theory of foundation, and the significance of human culture and solicitude. This chapter not only defines the concept of human culture and solicitude and discusses its foundation of subjective and objective theories, but also, most importantly, negates the "Pure Tool" methodology in Chinese teaching.
Part 2 describes the characterization of human culture and solicitude in
teaching. Based on theories of pedagogy, the part described how teaching with human culture and solicitude differs with from "Pure Tool" methodology, which emphasizes knowledge and skill learning. These differences exist in teaching materials, methods, environments, and instructor-student relationships etc. In summary, major characterizations of teaching with human culture and solicitude are: learning of theory from practical life, teaching materials with rich humanity, a teaching environment with sincerity, freedom, and openness, and encouragement of understanding and expatiation variability, creativity, and innovation.
Part 3 discusses principles in teaching with human culture and solicitude. This part, based on theories of pedagogy and literature reading and understanding, raises four principles to effectively implement human culture and solicitude in teaching. These four principles, individualization, liveliness, democracy, and effective diction, are based on objectives and characterization of teaching with human culture and solicitude.
Part 4 designs strategies for Chinese teaching with human culture and solicitude. In the implementation of Chinese teaching with human culture and solicitude, the fundamental goal is to evoke consciousness of students and motivate them to conduct self-study. All strategies focus on self-study of students: to make them to learn through active comprehension move by experiences, to make them to self-acquire through accumulation, and to make them learn through active development based on language usage.
The last part of the thesis indicates that essentially teaching with human culture and solicitude is a new requirement for instructors. This is a new challenge to instructors, from the innovation of educational ideology to teaching methodology. To meet this challenge of implementation of human culture and solicitude in Chinese teaching, an instructor should be
关于“人文关怀”这一论题，已有语文教育界的专家、学者对其中的相关问题作过探讨，但把语文教学与人文关怀加以整合研究并结合实践进行探讨，却略嫌不足。本文试图运用当代教育学、心理学、哲学、教育文化学和文学解读学的理论，结合已有的研究成果和自己十几年来的教学实践，对语文教学中的人文关怀进行初步探讨。
全文遵循认识规律，对在语文教学中如何实施人文关怀问题由浅入深地分以下部分进行了探讨：
第一部分阐释人文关怀的含义，思想基础及其意义。该部分对人文关怀的概念做出了界定，并论述了人文关怀所具有深刻的本体论和主体论思想基础，揭示出它最重要的意义是对语文教学“纯工具”观的否定。
第二部分阐述人文关怀的教学特征。该部分运用教育学、教育文化学的有关理论，论述了具有人文关怀的语文教学不同于只重知识、技能的语
文教学。这种不同表现在教学内容、方法、环境、师生关系等各方面，概
括起来，其主要特征为:理性寓于感性之中;教学内容具有丰富的人文特
质;教学环境具有真诚、自由、开放的特点;理解、表述具有多样化、独
创性和创新性。
第三部分阐述人文关怀的教学原则。该部分运用教育学、文学解读学
的理论，提出了依据人文关怀的目标、教学特征，为确保人文关怀顺利实
施的四个基本原则，即个性化原则、生活化原则、民主化原则、言语有效
性原则。
第四部分设计了具体实施人文关怀的语文教学策略。在具体实施人文
关怀的语文教学中，唤醒学生的自我意识，使学习者进入自觉、主动的学
习状态是基础，所以三种教学策略都围绕学生自主学习，主动思维设计。
即以“体验”为特点的主动感悟策略;以“积淀”为特点的主动习得策略
和以“语用”为特点的主动发展策略。
文章的最后一部分表明，人文关怀实质土是对教师提出的新要求。从
教育观念的更新，到教学内容、方法的选择、运用都向教师提出了新的挑
战，为了应对这一挑战，语文教师必须具备崇高的人格形象，具有人文情
怀，具备精湛的教学艺术，担负起在语文教学中实施人文关怀的重任。
The Chinese teaching methodology of "Pure Tool" overemphasizes the importance of knowledge and skill. "Pure Tool" believes that acquiring knowledge is the top priority and emphasizes than students obtain as much knowledge as possible and practice extensive skills. Students become machines to accept knowledge and skills but lose the interest of learning and thrilling of soul. This narrow-minded methodology hurts the enthusiasm of instructors to teach as well as of students to learn. Especially the students, who are the main focus of teaching and learning, loss their interests in language learning. This situation makes the Chinese teaching, originally interesting and full of beauty of humanity, a pale and lifeless teaching of knowledge and skills. Therefore, to retrieve the long lost humanity in Chinese teaching, to expend the roles of human culture and solicitude, and to make students' language ability as well as their soul grow at the same page become our current top priorities.
Although many aspects of human culture and solicitude have been discussed by researchers in Chinese teaching and learning, a thorough research on the function of human culture and solicitude in Chinese teaching and its practice roles seems fall short. This thesis intends to discuss the roles of human culture and solicitude in Chinese teaching based on theories of contemporary pedagogy, psychology, philosophy, and literature reading and understanding theory, in combination with current research results as well as author's over ten years' personal teaching experience.
Based on the theory of learning and understanding, the thesis discusses how to implement human culture and solicitude in Chinese teaching in the following chapters step by step.
Part 1 explains the meaning, theory of foundation, and the significance of human culture and solicitude. This chapter not only defines the concept of human culture and solicitude and discusses its foundation of subjective and objective theories, but also, most importantly, negates the "Pure Tool" methodology in Chinese teaching.
Part 2 describes the characterization of human culture and solicitude in
teaching. Based on theories of pedagogy, the part described how teaching with human culture and solicitude differs with from "Pure Tool" methodology, which emphasizes knowledge and skill learning. These differences exist in teaching materials, methods, environments, and instructor-student relationships etc. In summary, major characterizations of teaching with human culture and solicitude are: learning of theory from practical life, teaching materials with rich humanity, a teaching environment with sincerity, freedom, and openness, and encouragement of understanding and expatiation variability, creativity, and innovation.
Part 3 discusses principles in teaching with human culture and solicitude. This part, based on theories of pedagogy and literature reading and understanding, raises four principles to effectively implement human culture and solicitude in teaching. These four principles, individualization, liveliness, democracy, and effective diction, are based on objectives and characterization of teaching with human culture and solicitude.
Part 4 designs strategies for Chinese teaching with human culture and solicitude. In the implementation of Chinese teaching with human culture and solicitude, the fundamental goal is to evoke consciousness of students and motivate them to conduct self-study. All strategies focus on self-study of students: to make them to learn through active comprehension move by experiences, to make them to self-acquire through accumulation, and to make them learn through active development based on language usage.
The last part of the thesis indicates that essentially teaching with human culture and solicitude is a new requirement for instructors. This is a new challenge to instructors, from the innovation of educational ideology to teaching methodology. To meet this challenge of implementation of human culture and solicitude in Chinese teaching, an instructor should be
引文
[1]曹明海．整化语文工具观的建构——刘国正语文教育思想研究．中学语文教学．2002年第2期．第11页
[2]艺术论．人民文学出版社1958年．第47——48页
[3]真理与方法．上海译文出版社1999年．第245页
[4]叶圣陶教育文集．人民教育出版社1990年．第89页
[5]转引语文教学与研究．2000年第11期．第74页
1．赵中健编．教育的使命．教育科学出版社．1996年版
2．美国科学促进协会著、中国科学技术协会译．科学教育改革的蓝本．科学普及出版社．2001年版
3．谢利民、郑百伟主编．现代教学基础理论．上海世纪出版集团、上海教育出版社．2002年版
4．黄全愈著．生存教育在美国．接力出版社．2002年版
5．杨再隋等编著．语文课程建设的理论与实践．语文出版社．2001年版
6．李海林著．言语教学论．上海世纪出版集团、上海教育出版社．2000年版
7．李维鼎著．语文言意论．上海世纪出版集团、上海教育出版社．2000年版
8．王尚文著．语感论．上海世纪出版集团、上海教育出版社．2000年版
9．石中英著．知识转型与教育改革．教育科学出版社．2001年版
10．丁钢主编．创新：新世纪的教育使命．教育科学出版社．2000年版
11．庄静肃、王芳智、高玲主编．语文教育学．科学教育出版社．1998年版
12．刁培萼主编．教育文化学．江苏教育出版社．1998年版
13．冯增俊著．教育人类学．江苏教育出版社．1998年版
14．吴鼎福、诸文蔚著．教育生态学．江苏教育出版社．1998年版
15．曹明海主编．理解与建构——语文阅读活动论．青岛海洋大学出
版社．1998年版
16．韦志成主编．语文教学设计论．广西教育出版社．1996年版
17．佟士凡著．语文学习论．广西教育出版社．1996年版
18．万福成、李戎著．语文教育美学论．青岛海洋大学出版社．2001年版
19．潘庆玉著．语文教育发展论．青岛海洋大学出版社．2001年版
20．张隆华著．中国语言教育史纲．湖南师大出版社．1991年版
21．倪宝元主编．语言学与语文教育．上海教育出版社．1995年版
22．王纪人主编．文艺学与语文教育．上海教育出版社．1995年版
23．北京市101中学编著．课堂美育设计理论与实践．中国科学技术出版社．2000年版
24．张颂著．朗读学．北京广播学院出版社．1999年版
25．孙云晓著．教育的秘诀是真爱．新华出版社．2002年版
26．李维鼎著．阅读的方法．湖南人民出版社．2002年版
27．钱梦龙著．导读的艺术．人民教育出版社．2000年版
28．杜时忠著．人文教育论．教育科学出版社．1999年版
29．张承芬主编．教育心理学．山东教育出版社．2000年版
30．伽达默尔著、洪汉鼎译．真理与方法．辽宁人民出版社．1988年版
[2]艺术论．人民文学出版社1958年．第47——48页
[3]真理与方法．上海译文出版社1999年．第245页
[4]叶圣陶教育文集．人民教育出版社1990年．第89页
[5]转引语文教学与研究．2000年第11期．第74页
1．赵中健编．教育的使命．教育科学出版社．1996年版
2．美国科学促进协会著、中国科学技术协会译．科学教育改革的蓝本．科学普及出版社．2001年版
3．谢利民、郑百伟主编．现代教学基础理论．上海世纪出版集团、上海教育出版社．2002年版
4．黄全愈著．生存教育在美国．接力出版社．2002年版
5．杨再隋等编著．语文课程建设的理论与实践．语文出版社．2001年版
6．李海林著．言语教学论．上海世纪出版集团、上海教育出版社．2000年版
7．李维鼎著．语文言意论．上海世纪出版集团、上海教育出版社．2000年版
8．王尚文著．语感论．上海世纪出版集团、上海教育出版社．2000年版
9．石中英著．知识转型与教育改革．教育科学出版社．2001年版
10．丁钢主编．创新：新世纪的教育使命．教育科学出版社．2000年版
11．庄静肃、王芳智、高玲主编．语文教育学．科学教育出版社．1998年版
12．刁培萼主编．教育文化学．江苏教育出版社．1998年版
13．冯增俊著．教育人类学．江苏教育出版社．1998年版
14．吴鼎福、诸文蔚著．教育生态学．江苏教育出版社．1998年版
15．曹明海主编．理解与建构——语文阅读活动论．青岛海洋大学出
版社．1998年版
16．韦志成主编．语文教学设计论．广西教育出版社．1996年版
17．佟士凡著．语文学习论．广西教育出版社．1996年版
18．万福成、李戎著．语文教育美学论．青岛海洋大学出版社．2001年版
19．潘庆玉著．语文教育发展论．青岛海洋大学出版社．2001年版
20．张隆华著．中国语言教育史纲．湖南师大出版社．1991年版
21．倪宝元主编．语言学与语文教育．上海教育出版社．1995年版
22．王纪人主编．文艺学与语文教育．上海教育出版社．1995年版
23．北京市101中学编著．课堂美育设计理论与实践．中国科学技术出版社．2000年版
24．张颂著．朗读学．北京广播学院出版社．1999年版
25．孙云晓著．教育的秘诀是真爱．新华出版社．2002年版
26．李维鼎著．阅读的方法．湖南人民出版社．2002年版
27．钱梦龙著．导读的艺术．人民教育出版社．2000年版
28．杜时忠著．人文教育论．教育科学出版社．1999年版
29．张承芬主编．教育心理学．山东教育出版社．2000年版
30．伽达默尔著、洪汉鼎译．真理与方法．辽宁人民出版社．1988年版