语文课程文化价值的游离与回归  

The Dissociation and Return of the Cultural Value of Chinese Curriculum

作　　者：耿红卫[1] 刘鑫鑫 GENG Hongwei;LIU Xinxin(School of Chinese and Literature,Henan Normal University,Xinxiang 453000,China;Xinxiang Yucai Primary School,Xinxiang 453000,China)

机构地区：[1]河南师范大学文学院,河南新乡453007 [2]新乡市育才小学,河南新乡453000

出　　处：《信阳师范学院学报（哲学社会科学版）》2024年第3期45-50,共6页Journal of Xinyang Normal University(Philosophy and Social Sciences Edition)

基　　金：河南省教育科学“十四五”规划重点课题(2024JKZD13)。

摘　　要：教育就是要教人以术,育人以德,课程作为实现教育抱负的手段,也应该具有知识、方法和文化三种价值。然而,从教育现状来看,作为“文化场”的语文课程却面临着各种挑战:缺乏伦理性的教学观、轻思维生成的浅学习、淡化体验感的“假”实践,致使语文课程文化的价值诉求和价值意义难以实现。为克服语文课程文化危机,回归语文课程文化,教师必须拥有高度的文化自觉,以一种合乎伦理的方式展开教学,在“文化共生”的教学环境中,带给学生沉浸式体验,引导学生对课程资源获得“文化理解”,从而实现文化语文教学。Education is to teach people with skills and morality.Curriculum,as a means to realize educational aspirations,should also have three values:knowledge,method and culture.However,from the current situation of education,as a"cultural field",Chinese curriculum is faced with various challenges:lack of ethical teaching concept,shallow learning with light thinking,and"false"practice that weakens the sense of experience,which makes it difficult to realize the value appeal and value significance of Chinese curriculum culture.In order to overcome the cultural crisis of Chinese curriculum and return to the culture of Chinese curriculum,teachers must have a high degree of cultural consciousness,carry out teaching in an ethical way,give students an immersive experience in the teaching environment of"cultural symbiosis",and guide students to obtain"cultural understanding"of curriculum resources,so as to realize cultural Chinese teaching.

关 键 词：“文化场” 语文课程文化 文化语文 深度学习 

分 类 号：G633[文化科学—教育学]