语文课程爱国价值观教育的历时演变与当代实现  

Diachronic Evolution and Contemporary Implementation of the Patriotic Value Education in Chinese Curriculum

作　　者：欧治华[1] 

机构地区：[1]惠州学院中文系,广东惠州516007

出　　处：《乐山师范学院学报》2015年第7期127-132,共6页Journal of Leshan Normal University

基　　金：广东省哲学社会科学"十二五"规划项目"百年广东语文教育思想的历史演变及启示"(GD14CJY06);惠州学院2013年校级高等教育教学改革项目"实践取向的‘语文课程与教学论’开发研究"(JG2013014)

摘　　要：语文设科以来,爱国价值观内涵演变可以分为三个阶段:激励救亡图存的20世纪前期、树立制度自信的社会主义初期、展现国家自信的改革开放时期。在百年发展历程中,语文课程爱国价值观教育的目标要求详略不一,在语文教材的呈现范围日益广泛,但缺少切实的教学过程指导。这些特点启示当今语文课程改革要确立总分一致的爱国价值观教育目标,多角度丰富语文教材的爱国观教育内容,多方面增强语文教学中的爱国观教育效果。The evolution of patriotic value connotation in Chinese curriculum can be divided into three stages： Saving the nation from subjugation and ensuring its survival in the earlier 20th century,establishing institutional confidence at the primary stage of socialism, and displaying national confidence in reform and opening-up period. During the centennial development, the aims of patriotic value＇s education in Chinese curriculum differ and the scope of patriotic materials has been increasingly extensive without effective guidance on teaching process. These characteristics urge today＇s Chinese curriculum reform to set up total and specific education goals of patriotic values,to enrich the Chinese patriotic teaching materials and enhance the effect of patriotic value＇ s education in an all-around way.

关 键 词：语文课程 爱国价值观教育 历时演变 当代实现 

分 类 号：G414[文化科学—教育学]