摘要
文学史在语文教育语境下转化为舒尔曼所说的“教学内容知识”,其概念内涵包含三重教师理解:知识、方法和观念。在统编中学语文教材中,文学史不仅广泛分布于导语系统、任务系统、助读系统、名著部分,且各有其丰富的教材功能。按内容主题来看,统编教材中的文学史可分为四种样态类别,分别是文体演进史、作家个体史、作品接受史、时代文学史。文学史融入教材及教学的模式主要有三种,分别是嵌入式、联结式、整体式。于教师而言,具体的教学策略主要包括转换语境、广纳资源、关怀情感等。文学史教学实践还应避免规整的文学史知识对个性化阅读体验的损伤。
In the context of Chinese education,literature history is transformed into what Shulman called"teaching content knowledge"whose concept involves three kinds of teacher understanding:knowledge,method and concept.In unified middle school Chinese textbook,literature history is distributed in leading language system,task system,reading auxiliary system and classics section,having rich textbook functions.The history can be divided into four patterns:stylistic evolution history,individual writer history,acceptance history of works and literature history of different times.The integrating mode of literature history into textbook and teaching mainly includes the way of embedding,connection and holistic.For teachers,teaching strategies include changing context,collecting resources and caring for emotions.Literature history teaching should avoid the damage of unified literature history knowledge to personalized reading experience.
出处
《课程．教材．教法》
CSSCI
北大核心
2023年第11期94-101,共8页
Curriculum，Teaching Material and Method
基金
浙江省教育厅2021年度一般科研项目“初中语文主题阅读教学研究”(Y202148323)。
关键词
统编教材
中学语文
文学史
语文知识
unified textbook
middle school Chinese
literature history
Chinese knowledge
