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校本课程中的乡土文化对学生的影响研究

【作者】 夏美玲

【导师】 于泽元;

【作者基本信息】 西南大学, 课程与教学论, 2017, 硕士

【摘要】 在现代文化价值成为主流文化的今天,乡土文化作为传统文化的一部分,正面临着衰落和消亡的困境。一些清醒的知识分子和社会人士在对现代化、城市文明进行冷静思考的同时,开始竭力呼吁保护和传承乡土文化,弘扬文化传统,从而维护文化的多样性和异质性。在新时期国家大力提倡和鼓励中小学校在实施国家规定的课程之外开设适合本校特点和学生需要的课程,这为校本课程开发提供了巨大的发展空间和存在价值。而校本课程由于具有灵活性和地方适应性的优势,便能够通过开发利用乡土资源,有效地保护和创新乡土文化。然而进入校本课程中的乡土文化对学生的影响状况如何,则直接关系到文化的传承情况和校本课程的实施效果。因此本论文尝试从文化影响的角度入手,研究和探讨乡土文化对学生的实际影响状况,从而对当今社会的文化状况给予思考,并为校本课程开发和乡土文化的传承提供新的思路。本研究主要采用文献法、观察法、访谈法和比较分析法,拟解决以下问题:校本课程中的乡土文化对学生产生哪些影响;产生上述影响的原因是什么;对校本课程的开发与实施有哪些启示和建议。本研究选取A市B区的两所乡镇学校——河海小学和明星小学作为个案学校,通过观察法、访谈法在对样本学生和教师进行访谈和课堂观察的基础上,借助相关理论分别对进入学校的乡土文化板凳龙舞和线描画之于学生的认知、情感、价值观、思维方式和行为方式等方面的影响状况进行分析阐释。本文主要分为四个部分:第一部分:绪论,主要是问题提出,论述选题缘由,并通过查阅文献对国内外研究现状进行综述,同时提出本研究的研究意义。第二部分:研究设计。该部分主要对研究目的及问题,研究内容、思路与方法,研究对象的选取以及主要概念等方面进行阐述。第三部分:研究发现。该部分是本文的主体部分,主要对通过访谈、课堂观察得到的乡土文化之于学生的影响状况的资料进行分析梳理,并通过比较法对两所学校的文化影响状况进行对比分析,从而得出更充实的研究结论。通过分析发现,进入校本课程的乡土文化是不完整的,对学生的影响效果是短暂且不深刻的,并且呈现出天赋和性别方面的群体偏向。在此基础上,本文对出现相关影响结果进行尝试性的归因分析,为下文研究建议提供依据。第四部分:研究讨论与建议。首先针对上述研究发现从文化学的角度对乡土文化之于学生的影响作进一步的探讨,主要基于上述影响现状和原因从影响机制和原因机制进行分析,然后根据研究发现和研究讨论向未来的研究者和实践者提出一些建议。通过研究发现,进入校本课程的乡土文化在现代化进程中不断发生涵化变迁,对学生的影响也并非着眼于其内在的传统价值意蕴,而是在现代文化语境下以一种单纯的体育和绘画形式发挥现代濡化功能,而在实施者工具理性和利益动机的驱使下,学生并未受到真实的文化上的影响,校本课程的价值也并未充分实现。

【Abstract】 Today, modern cultural values being mainstream culture, local culture that is one portion of traditional culture is in the danger of decadency and perishing. Some clear intelligentsia and social figures who are thinking about modernization and urban civilization calmly begin strongly appealing on protecting local culture and inheriting cultural tradition,thereby, maintaining the heterogeneity and diversity of culture. In the new times, our country highly advocates and encourages primary and secondary schools who have been implementing National Curriculum to set up more curriculums fitting in school features and students$ demand, which offer School-based Curriculum development huge expansion capacity and existence value. And because of Schoolbased curriculum$ advantage of flexibility and local adaptability, schools can protect and update local culture effectively by developing and using local resources. However, the effect status of local culture in School-based curriculum on students directly relate to the culture$s inheritance case and implementation effect. Therefore, this study attempts to research and investigate the actual effect status on students of local culture in the point of view of cultural effect, so as to think about the culture situation in today %s society, and offer new ideas to School-based curriculum development and local culture$s inheritance.The study uses the literature-analyzing, observation, interview and comparative analysis as main research methods, and will solve following questions: what effect local culture in School-based curriculum brings about on students; what cause leads to these effects; it can bring what enlightenment and suggestions to School-based curriculum development and implement. The paper chooses two township schools(He Hai primary school and Ming Xing primary school) of B area in A city as case schools, and on the basis of interviewing and observing the sample students and teachers by the study methods of observation and interview, analyzes and expounds respectively the effect situation of local culture(the Ban Deng Dragon and the Line Drawing) in the school-based curriculum on the cognition, emotion, values, thinking and behavior of the students. It mainly partitions four sections. In the first part, it is the introduction that includes questions raised and discoursing the reasons of choosing this study, and reviewing the study status in the domestic and foreign, as well as putting forward this study$s meanings. The research design is the second part, which mainly expounds the study goals and specific questions, the study$s content and logic path, choosing the objects of study and the major concepts, and so on. In the third section, which is study finding and the most important part of this paper that analyzes and arranges the materials of the effect condition on students of local culture via interview and classroom observation, and compares the effect status of the two schools$ local culture by comparative method to gain more substantial research conclusions. The analysis reveals that local culture in School-based curriculum is incomplete, and the effect status is transient and not profound, and exhibits group bias with talent and gender. Then, it tentatively analyzes factors that probably lead to the effect results to provide basis for the following study$s suggestions. In the forth section, it is the research discussion and suggestions. Firstly, it probes further the effect on the students of local culture in the perspective of Culture contrary to abovementioned study finding, mainly analyzing from Effect Mechanism and Cause Mechanism based on the effect situation and cause the above. Then, it put forwards some suggestions for later researchers and practitioners according to the study finding and discussion.The research shows that local culture in School-based curriculum constantly engenders acculturation in the process of modernization, and the effect on the students is modern function of enculturation with simply certain physical and pictorial form in the modern cultural context, instead of focusing on its inner cultural values and meanings. And because of the implementers$ instrumental rationality and profit motive, the students actually can$t get real cultural effect and the values of School-based curriculum also won$t come true fully.

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  • 【网络出版投稿人】 西南大学
  • 【分类号】G632.3
  • 【下载频次】197
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