《荷塘月色》的文学解读和教学解读
Literature Appreciation and Teaching Literature of 《Moonlight in the Lotus Pond》
【摘要】 文学教学是语文教育不可缺少的部分,中学语文教学的目的之一就是培养学生的文学解读能力。新课程标准实施以后,文学作品解读在中学语文教学中越来越受到重视。当我们在研究解决语文教育中面临的新问题的时候,有目的地对先辈们的既有研究进行史的纵深研究,既可昔为今用,了解与明确研究中的精华,又可以鉴往知来,明确当前的学习研究中,哪些内容已属陈旧,哪些见解还尚属新意,哪些已经是前车之鉴足以成为后车之履,哪些在原有的基础上还可以谋求新的见解,从而避免做无用功。为此,结合百年的文学教学历史,了解以往的中学语文教学如何对文学作品进行解读教学,其解读的重点和要素是什么,文学解读对文学教学的建构作用如何体现,显得十分必要。为了回答这些问题,本文从文学解读对文学教学的建构角度出发,对《荷塘月色》诞生以来在各个历史时期入选语文教材的情况加以梳理,从文学批评、文学解读和教学解读三个层面揭示其在不同时期的主要取向及其变迁。本文共分六个部分:引言:文献综述。对选题的相关背景,研究目的及意义进行文献综述,并简要介绍了研究的范围、内容及方法。一、民国时代,即1912～1949年的三十年间。严格地说,《荷塘月色》一文的教学研究应当从该文的创作时间1927年算起。但源于文学革命、白话文运动、白话文教学等思潮的兴起及其对语文教育的重大影响,我们有必要对民国初期的白话文运动以及对语文教育的影响作必要的梳理。在这章内,我们将了解上个世纪三十年代的文学批评状况、文学界对于《荷塘月色》的解读情况、国语教育发展状况以及《国文百八课》对《荷塘月色》教学内容的处理情况等层次对《荷塘月色》的文学教学解读和教学解读情况展开分析。二、建国时代,即从中华人民共和国建国开始到文化大革命结束这一段历史时期。在这章内,我们将从上个世纪五十至七十年代的文学批评状况、文学界对于《荷塘月色》的解读情况、语文教育发展状况以及1961版的语文教材对《荷塘月色》教学内容的处理情况等层次对《荷塘月色》的文学解读和教学解读情况展开分析。三、改革开放以后,即从1978年改革开放至2000年。在这章内,我们将从改革开放以后文学批评状况、文学界对于《荷塘月色》的解读情况、语文教育发展状况以及1979、1981、1987、1990四套语文教材对《荷塘月色》教学内容的处理情况等四个层次对《荷塘月色》的文学解读和教学解读情况展开分析。四、新时期即2000年至今。在这章内,我们将新时期文学批评状况、文学界对于《荷塘月色》的解读情况、语文教育发展状况以及课改施行前后六套语文教材对《荷塘月色》教学内容的处理情况等四个层次对《荷塘月色》的文学解读和教学解读状况展开分析。结语:总结陈词,引发思考。总结本文主要内容,并提出本文研究的后续问题,引发思考
【Abstract】 Literary language teaching is an essential part of language education. One of the purposes for secondary school language teaching is to cultivate students’literature reading and comprehension ability. After the implementation of new curriculum standards,people pay more and more attention to reading literature and interpretation of language teaching in secondary schools.When study and solve the new problems in the language education , we study the research of ancestors historically purposely and deeply to know the essence of the study and to know what is outdated and new in current study in which the content is outdated, which is also new ideas, and in which we can also search for new ideas, so as to avoid taking detour and wothless work.To this end, it is necessary to understand how to interprate the literary works in language teaching in secondary schools in the past and what are their focal points and key elements and how they reflect their construcion functions on literary language teaching.In order to answer these questions,from the perspective of construction of literary interpretation to literary language teaching, this article organizes the history of "Moonlight in the Lotus Pond" which is selcted in teaching materials.in various historical periods since its birth to reveal its main orientation and its change at different times from literary criticism, literary interpretation and teaching interpretation. This article is divided into six parts:Introduction:A literature review.Sumarized the background, research purpose and significance of this topic, and gave a brief introduction on the scope, content and methods of the study.Chapter1:in the era, three decades from 1912 to 1949. Strictly speaking, the teaching research of "Moonlight in the Lotus Pond" began in 1927 which was the creation time of the article. It’s necessary to recall the vernacular movement and its impact on language education because of the emergence of the literary revolutin, the vernacular movement, the vernacular education and their significant impact on language education. In this chapter, we discussed the situation of literary criticism in 1930s,the interpretation situation of "Moonlight in the Lotus Pond" in literary field, the development of language education and the treatment with the content of "Moonlight in the Lotus Pond"in《108 of Chinese》.Chapter 2:founding era, that is, from the foundation of People's Republic of China to the end of the CulturaRevolution. In this chapter, we discussed the situation of literary criticism in 1950s to 1970s, the interpretation situation of "Moonlight in the Lotus Pond" in literary field, the development of language education and the treatment with the content of "Moonlight in the Lotus Pond" in teaching materious in 1961 edition.Chapter3:after the reform and opening up, that is, from 1978 to 2000. In this chapter, we discussed the situation of literary criticism after the reform and opening up,the interpretation situation of "Moonlight in the Lotus Pond" in literary field, the development of language education and the treatment with the content of "Moonlight in the Lotus Pond" in teaching materious in 1979,1981, 1987 and 1990 edition.Chapter4:the new era ,that is from 2000 till now. In this chapter, we dicussed the situation of literary criticism in the new era, the interpretation situation of "Moonlight in the Lotus Pond" in literary field, the development of language education and the treatment with the content of "Moonlight in the Lotus Pond" in the six teaching materious after the implementation of curriculum materials. Conclusion: To sum up and reflect. Summing up the main contents of this article, and raise follow-up questions of this study to further thinking.
【关键词】 《荷塘月色》; 文学解读; 文学教学; 朱自清
【Key words】 Moonlight in the Lotus Pond; literary interpretation; literature teaching; Zhu Ziqing
