语文教材史视阈中的文体意识及学科反思  

Literary Style Consciousness and Subject Rethink in the Perspective of the History of Chinese Textbook

作　　者：叶继奋[1] YE Ji-fen(College of Teacher Education, Ningbo University, Ningbo315211,China)

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《宁波大学学报（教育科学版）》2017年第4期87-92,共6页Journal of Ningbo University(Educational Science Edition)

摘　　要：通过回顾半个世纪以来的语文教材史,考察不同历史时期文体意识的衍变。在此基础上形成学科反思:应强化文体意识,加深对文学文体功能的多层面认识;寻找相关上位学术领域生产学科新知识;细化文体知识与能力的分级描述并优化终极评价。This paper attempts to study the evolution of literary style consciousness in different historical periods byreviewing the history of Chinese teaching materials in the past half century.On this foundation,subject rethink could beformed:literary style consciousness should be strengthened,multi-layered knowledge of literary style should be deepened;new knowledge of production subject in relevant upper academic field should be found;hierarchical description ofknowledge and ability of literary style should be refined and ultimate evaluation should be optimized.

关 键 词：语文教材史 视阈 文体意识 学科反思 

分 类 号：G642.4[文化科学—高等教育学]