初中语文课程中的感恩教育
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摘要
感恩是需要我们继承的中华民族的传统美德,也是全人类共同推崇的优秀人生品质。然而,随着市场经济的发展和受外来多元文化的影响,在今天似乎没有得到太多的传承,中学生感恩意识正在淡化甚至泯灭,他们不懂得感谢,不愿感激,不会感动,回馈社会意识淡薄。为此,党中央国家领导人及教育界的有识之士向全社会发出了加强未成年人思想道德建设的呼吁,2005年下达了《中共中央国务院要求加强未成年人思想道德建设》的文件;同年秋季,上海市教委推出第3版《中学生守则》,首次把“学会感恩”写进了中学生守则;新一轮的课程改革也把培养学生的人格放在首位。让每个中学生都学会感激,懂得感恩,这不但对中学生人格的完善、家庭的和美,甚至对社会的和谐,都是大有裨益的,值得大力提倡。作为人文学科,语文学科在对学生进行感恩教育方面具有得天独厚的优势,因此笔者就如何在语文课程中进行感恩教育进行了较为深入的研究和探索。本论文共分为以下几个部分:
引言部分主要是问题的提出,指出本研究的内容、意义与研究方法,对感恩相关的概念进行界定,并且指出感恩教育的特点,指出当前感恩教育的研究现状以及局限。
第一部分通过对初中语文感恩教育现状进行调查和分析,发现造成当前感恩缺失的原因有独生子女因素,社会环境和市场经济的负面影响,学校重智育轻德育的教育现状,家庭教育的不足以及初中语文学科地位的降低等,从而制定感恩教育的目标。
第二部分主要是阐述感恩教育的内容以及感恩教育融会于语文教学的必要性。本部分侧重梳理了我国古代、现当代以及国外与港台的感恩教育内容,并与国外的感恩教育进行比较,从内涵的发展变化及比较中寻求值得借鉴的经验。
第三部分是对实施新棵标下的初中语文课程中的感恩教育寻求理论依据的支撑,并分析了初中语文教材中感恩教育的内容。
第四部分是对具体的语文课程实践中实施感恩教育的方法与途径进行了探索,明确初中语文教师可通过挖掘语文教材中“感恩教育”的重要资源,引导学生知恩感恩,在阅读教学、在口语交际和写作教学中对学生升华感恩情感,充分利用课外教学资源,探究实践,深化感恩教育效果,升华学生的感恩意识,从而学会报恩、施恩。
第五部分是在初中语文课程实施感恩教育过程中对语文教师、语文教材的内容与编排以及实施过程中提出几点建议。
本文的创新之处在于:笔者在吸收前人的研究成果上,另辟蹊径,从语文课程的角度对感恩教育的渗透与实践进行探索。文章在阐述感恩教育内容的时候,能较系统地对古代、现当代以及国外和港台的感恩教育的内容做比较深入的探讨,并且结合语文教材内容分析了感恩涵义的变化;详细分析了语文课程中蕴涵着丰富的感恩教育资源,指出语文课程中实施感恩教育的一些途径方法;最后,笔者结合自己的语文教育教学实践,对语文教材的编排及内容、语文教师、实施过程中要注意的问题给出了自己的一些策略建议。
Thanksgiving is not only the traditional virtue of the Chinese nation, but also mankind’s common outstanding quality of life. However, nowadays with the development of market economy and the impact of foreign cultural diversity, it doesn’t seem to be too much to pass on. The students’thanksgiving consciousness is becoming less important or even dies out. They do not know how to thank, not grateful, and will not be moved. And the social consciousness that they should give back to society becomes weak. Therefore, the leaders of CPC and educators call on the whole society to strengthen teenagers’ideological and moral construction. In 2005, the document“CPC central committee and the State Council called for the strengthening ideological and moral construction”was issued, as well as in the autumn of that year, the Shanghai Municipal Education Commission launched the third edition of“Middle School Students’Code”, in which“Learning to be grateful”was written for the first time. A new round of the curriculum reform to cultivate students also gives top priority to the personality, making every middle school students be grateful to learn and understand. Thanksgiving is not a great benefit to the perfect personality for students, the happiness for families and even social harmony. We should vigorously promote. As the humanities, language subjects in the education of students has the greatest advantage. So, I do a deep study and explore how to conduct thanksgiving education in the teaching of Chinese.
There are several parts of this thesis.
Introduction contains the presentation, contents, significance, methods of Gratitude Education, and the present situation and its limitation.
The first part states the causes lacking gratitude education, by investigating and analyzing the situation of Gratitude Education in the subject of Chinese in junior middle schools. The causes refer to the“one child”policy; the negative effects of society environment and market economy on students ;“heavy intellectual instruction, light moral education”such an education situation in schools; the shortage of home education and the low statue of Chinese learning in all subjects of junior middle schools.
The second part contains the definitions of Gratitude, Gratitude Education , and Chinese Gratitude Education ; tells the characteristics of Gratitude Education; makes the goals of Gratitude Education in chinese learning in junior middle schools; states the necessity of the mixture between Gratitude Education and Chinese teaching. The content of Gratitude Education is made clear in this part, especially in comparing traditional Gratitude Education with modern Gratitude Education, and in stating the Gratitude Education in foreign countries and in HongKong, Taiwan, hoping to get some valuable experience from the development of Gratitude Education.
Part three seeks the theory to support gratitude education in middle school Chinese curriculum under the New Curriculum Standard and also analyzes the contents of gratitude education in middle school Chinese teaching materials.
Part four explores the methods of how to carry out gratitude education during practical Chinese teaching and makes it clear that middle school Chinese teachers can develop students’consciousness of being grateful by excavating the important resources about gratitude education in Chinese textbooks, and promoting students’emotion towards gratitude during the process of teaching reading, writing and spoken language communication. Also, teachers can make full use of the extracurricular teaching resources to explore and practise, deepen gratitude education.
Part five gives some suggestions about the content and arrangements of Chinese textbooks to Chinese teachers in the process of carrying out gratitude education in middle school curriculum.
The creative point of this thesis is: after aborbing the fruit of others’research, the writer explores a way for thanksging education from the point of chinese course. When expouding the contents of thanksging, the writer explores the contents of thanksgiving of ancient times and modern times, forein countries, Hong Kong and Taiwan in system. The writer analyses the change of thanksging contents. The writer also analyses the resources of thanksgiving edacation in Chinese course and gives some suggestions to carry out the thanksgiving education in Chinese class. At last, according to the writer’own Chinese teaching practice, the writer gives some advice on the contents of Chinese textbook, Chinese tescher and implement procedures.
引言部分主要是问题的提出,指出本研究的内容、意义与研究方法,对感恩相关的概念进行界定,并且指出感恩教育的特点,指出当前感恩教育的研究现状以及局限。
第一部分通过对初中语文感恩教育现状进行调查和分析,发现造成当前感恩缺失的原因有独生子女因素,社会环境和市场经济的负面影响,学校重智育轻德育的教育现状,家庭教育的不足以及初中语文学科地位的降低等,从而制定感恩教育的目标。
第二部分主要是阐述感恩教育的内容以及感恩教育融会于语文教学的必要性。本部分侧重梳理了我国古代、现当代以及国外与港台的感恩教育内容,并与国外的感恩教育进行比较,从内涵的发展变化及比较中寻求值得借鉴的经验。
第三部分是对实施新棵标下的初中语文课程中的感恩教育寻求理论依据的支撑,并分析了初中语文教材中感恩教育的内容。
第四部分是对具体的语文课程实践中实施感恩教育的方法与途径进行了探索,明确初中语文教师可通过挖掘语文教材中“感恩教育”的重要资源,引导学生知恩感恩,在阅读教学、在口语交际和写作教学中对学生升华感恩情感,充分利用课外教学资源,探究实践,深化感恩教育效果,升华学生的感恩意识,从而学会报恩、施恩。
第五部分是在初中语文课程实施感恩教育过程中对语文教师、语文教材的内容与编排以及实施过程中提出几点建议。
本文的创新之处在于:笔者在吸收前人的研究成果上,另辟蹊径,从语文课程的角度对感恩教育的渗透与实践进行探索。文章在阐述感恩教育内容的时候,能较系统地对古代、现当代以及国外和港台的感恩教育的内容做比较深入的探讨,并且结合语文教材内容分析了感恩涵义的变化;详细分析了语文课程中蕴涵着丰富的感恩教育资源,指出语文课程中实施感恩教育的一些途径方法;最后,笔者结合自己的语文教育教学实践,对语文教材的编排及内容、语文教师、实施过程中要注意的问题给出了自己的一些策略建议。
Thanksgiving is not only the traditional virtue of the Chinese nation, but also mankind’s common outstanding quality of life. However, nowadays with the development of market economy and the impact of foreign cultural diversity, it doesn’t seem to be too much to pass on. The students’thanksgiving consciousness is becoming less important or even dies out. They do not know how to thank, not grateful, and will not be moved. And the social consciousness that they should give back to society becomes weak. Therefore, the leaders of CPC and educators call on the whole society to strengthen teenagers’ideological and moral construction. In 2005, the document“CPC central committee and the State Council called for the strengthening ideological and moral construction”was issued, as well as in the autumn of that year, the Shanghai Municipal Education Commission launched the third edition of“Middle School Students’Code”, in which“Learning to be grateful”was written for the first time. A new round of the curriculum reform to cultivate students also gives top priority to the personality, making every middle school students be grateful to learn and understand. Thanksgiving is not a great benefit to the perfect personality for students, the happiness for families and even social harmony. We should vigorously promote. As the humanities, language subjects in the education of students has the greatest advantage. So, I do a deep study and explore how to conduct thanksgiving education in the teaching of Chinese.
There are several parts of this thesis.
Introduction contains the presentation, contents, significance, methods of Gratitude Education, and the present situation and its limitation.
The first part states the causes lacking gratitude education, by investigating and analyzing the situation of Gratitude Education in the subject of Chinese in junior middle schools. The causes refer to the“one child”policy; the negative effects of society environment and market economy on students ;“heavy intellectual instruction, light moral education”such an education situation in schools; the shortage of home education and the low statue of Chinese learning in all subjects of junior middle schools.
The second part contains the definitions of Gratitude, Gratitude Education , and Chinese Gratitude Education ; tells the characteristics of Gratitude Education; makes the goals of Gratitude Education in chinese learning in junior middle schools; states the necessity of the mixture between Gratitude Education and Chinese teaching. The content of Gratitude Education is made clear in this part, especially in comparing traditional Gratitude Education with modern Gratitude Education, and in stating the Gratitude Education in foreign countries and in HongKong, Taiwan, hoping to get some valuable experience from the development of Gratitude Education.
Part three seeks the theory to support gratitude education in middle school Chinese curriculum under the New Curriculum Standard and also analyzes the contents of gratitude education in middle school Chinese teaching materials.
Part four explores the methods of how to carry out gratitude education during practical Chinese teaching and makes it clear that middle school Chinese teachers can develop students’consciousness of being grateful by excavating the important resources about gratitude education in Chinese textbooks, and promoting students’emotion towards gratitude during the process of teaching reading, writing and spoken language communication. Also, teachers can make full use of the extracurricular teaching resources to explore and practise, deepen gratitude education.
Part five gives some suggestions about the content and arrangements of Chinese textbooks to Chinese teachers in the process of carrying out gratitude education in middle school curriculum.
The creative point of this thesis is: after aborbing the fruit of others’research, the writer explores a way for thanksging education from the point of chinese course. When expouding the contents of thanksging, the writer explores the contents of thanksgiving of ancient times and modern times, forein countries, Hong Kong and Taiwan in system. The writer analyses the change of thanksging contents. The writer also analyses the resources of thanksgiving edacation in Chinese course and gives some suggestions to carry out the thanksgiving education in Chinese class. At last, according to the writer’own Chinese teaching practice, the writer gives some advice on the contents of Chinese textbook, Chinese tescher and implement procedures.
引文
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[2]病中的丛飞得到不少关爱,但也遭到了冷酷.羊城晚报金羊网,2005,07,19. http://www.ycwb.com/gb/content/2005-07/19/content_944038.htm
[3]刘家昌.被救者,你不应沉默[N].沈阳今报,2005,7,11。
[4]关捷.他们为何忘掉了恩人[N].中国青年报,1999,4,29。
[5]奥运冠军张洁雯献爱心 受助学生反寄威胁信.华龙网-重庆晨报,2008,03,07。
[6]兰质惫心.没有一种给予是理所应当的[J].做人与处世,2006 (9):22。
[7]辞源(二).北京:商务印书馆,1998:1149.
[8]现代汉语词典.北京:商务印书馆,1997:409
[9]宇文德.加强大学生感恩教育[J].当代青年研究,2005,8:13。
[10]胡虹霞.高校德育应补上感恩教育这一课[J].北京教育,2005,5:14.
[11]张桂权.感思意识与感恩教育[[J].教育评论,2006,1:30-33。
[12]亚当·斯密著,蒋自强等译.道德情操论[M],北京:商务印书馆,2006:82。
[13]刘建岭.感戴:心理学研究的一个新领域[D].开封:河南大学,2005 年。
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[16]陶志琼.关于感恩教育的几个问题的探讨[J].教育科学,2004,4:9。
[17]李春莲.政协委员于丹建议小学增加义工课拾起感恩教育.中国感恩教育网:http://www.ganenedu.com/meiti.asp?type=4&id=2642。
[18]“感动我们的 100 个瞬间”未成年人感恩教育主题系列活动.公主岭市情网:http://www.jlsq.gov.cn/gzlsq/XXLR1.ASP?ID=4101。
[19]参“诺亚”家庭教育论坛,http://www.noahl8.com。
[20]少年蓄谋杀害父母 为何如此丧心病狂. 新华网 http://news.xinhuanet.com/politics/2007-06/15/content_6247612.htm:2007,6,15.
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[23]唐宗木丹.闪烁人文之光的感恩教育[J].思想理论教育,2005,10:11。
[24]《教育研究》记者.为“生命·实践教育学派”的创建而努力——叶澜教授访谈录[J].教育研究,2004,02。
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[2]病中的丛飞得到不少关爱,但也遭到了冷酷.羊城晚报金羊网,2005,07,19. http://www.ycwb.com/gb/content/2005-07/19/content_944038.htm
[3]刘家昌.被救者,你不应沉默[N].沈阳今报,2005,7,11。
[4]关捷.他们为何忘掉了恩人[N].中国青年报,1999,4,29。
[5]奥运冠军张洁雯献爱心 受助学生反寄威胁信.华龙网-重庆晨报,2008,03,07。
[6]兰质惫心.没有一种给予是理所应当的[J].做人与处世,2006 (9):22。
[7]辞源(二).北京:商务印书馆,1998:1149.
[8]现代汉语词典.北京:商务印书馆,1997:409
[9]宇文德.加强大学生感恩教育[J].当代青年研究,2005,8:13。
[10]胡虹霞.高校德育应补上感恩教育这一课[J].北京教育,2005,5:14.
[11]张桂权.感思意识与感恩教育[[J].教育评论,2006,1:30-33。
[12]亚当·斯密著,蒋自强等译.道德情操论[M],北京:商务印书馆,2006:82。
[13]刘建岭.感戴:心理学研究的一个新领域[D].开封:河南大学,2005 年。
[14]刘建岭.感戴:心理学研究的一个新领域[D].开封:河南大学,2005 年。
[15]刘建岭.感戴:心理学研究的一个新领域[D].开封:河南大学,2005 年。
[16]陶志琼.关于感恩教育的几个问题的探讨[J].教育科学,2004,4:9。
[17]李春莲.政协委员于丹建议小学增加义工课拾起感恩教育.中国感恩教育网:http://www.ganenedu.com/meiti.asp?type=4&id=2642。
[18]“感动我们的 100 个瞬间”未成年人感恩教育主题系列活动.公主岭市情网:http://www.jlsq.gov.cn/gzlsq/XXLR1.ASP?ID=4101。
[19]参“诺亚”家庭教育论坛,http://www.noahl8.com。
[20]少年蓄谋杀害父母 为何如此丧心病狂. 新华网 http://news.xinhuanet.com/politics/2007-06/15/content_6247612.htm:2007,6,15.
[21]邓涛.教育视域里的生命教育[J].教书育人,2002, 8:2-3.
[22]杨东平.我们失去了什么[J].北京文学,1998,3.
[23]唐宗木丹.闪烁人文之光的感恩教育[J].思想理论教育,2005,10:11。
[24]《教育研究》记者.为“生命·实践教育学派”的创建而努力——叶澜教授访谈录[J].教育研究,2004,02。
[25]梁漱溟.中国文化要义[M]学林出版社,1987:12。
[26]任现品.略论儒家文化的感恩意识[J].孔子研究,2005,1:93。
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