高中语文传统文化经典教学的定位、困境和突破  

Teaching of Chinese Traditional Cultural Classics in High School:Positioning,Dilemma and Breakthrough

作　　者：刘倩[1] 彭爽[1] 马云鹏 LIU Qian;PENG Shuang;MA Yunpeng

机构地区：[1]东北师范大学文学院,吉林长春130024 [2]东北师范大学教育学部

出　　处：《天津师范大学学报（基础教育版）》2022年第4期37-41,共5页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：教育部人文社会科学研究2021年度青年项目“深度学习视域下中学语文传统文化经典的教学设计及其评价研究”(21YJC880049)的成果之一。

摘　　要：语文核心素养的提出明确了语文学科教学的要求。传统文化经典是中华优秀传统文化的文本依据和高中语文教学的重要内容。长期以来受应试机制的影响,高中语文传统文化经典教学存在“技术理性”的现实问题,其教学困境在于:教学目标功利化,教学内容封闭化,教学方式教条化,教学评价趋同化。为破解这一困境,研究认为,高中语文传统文化经典教学应采取如下改进策略:一是分步聚焦目标,挖掘能力点;二是单元重组内容,设置层级点;三是规划任务情境,统摄探究点;四是注重多元评价,贯穿素养点。以“文化传承”关键能力为核心,带动高中生语言、审美和思维能力的提升。The core literacy of Chinese discipline makes clear its teaching requirements.Traditional culture classics are the text basis of excellent traditional culture and the important contents of Chinese teaching in high school.There is a practical problem of"technical rationality"in the Chinese classics teaching of traditional culture in high school,which is influenced by the long-term examination system.Some problems result in the teaching dilemma,such as utilization of teaching objectives,confinement of teaching contents,dogma of teaching methods and assimilation of teaching evaluation.In order to solve these problems,the researcher believes that the following strategies for the improvement of Chinese classics teaching should be adopted.Firstly,focus on the objectives and exploit potentialities step by step;secondly,reorganize the contents of the unit and set their levels;thirdly,design the situations of the tasks and lead-in the exploring points;fourthly,emphasize multiple evaluation and reform teaching methods in the teaching process centered on the key competencies of"cultural heritage"to promote high school students'linguistic and aesthetic and thinking abilities.

关 键 词：高中语文 传统文化经典教学 文化传承 语文核心素养 

分 类 号：G633.3[文化科学—教育学]