后技术时代经典语文教学合法性研（周志伟）

The Legitimate Study of Classical Chinese Teaching

A thesis

Submitted in Partial Fulfillment of the Requirements

For the M.A. Degree in Chinese Teaching

By

Zhou Zhiwei

Postgraduate program College of Literature Central China Normal University

Supervisor: Sun Wenxian

Academic Title：Professor Signature

Approved

November 2005

内 容 摘 要

现代语文教学一百多年屡次改革却屡次失败的历史现象令人沉思，其中的主要原因在于人们只拘泥于语文内部学习方法的修补与学习篇目的调整。人们并未思考语文作为人类的一种文化现象同样受制于社会经济形态的制约，社会经济形态的变化必然带来语文的生产机制的变动。在农业社会里,建立在文字的崇拜、经典的“神话”与语文的强大社会功用之上的经典性语文教学，曾创造了巨大的辉煌。但在技术社会里，随着图像的转向和消费文化的兴起，学生的阅读兴趣与心理发生了改变。单一的文字阅读转向图像，文字语言的功能在弱化，甚至变成了学生“能指”的游戏。因社会的转型、价值的多元化与学校语言编码的分化，经典（语文学习的材料）存在的神圣性正在被逐渐的“祛魅”。随着科学主义的兴起，因社会的科学文化追求而引起了人们对语文文化的歧视；因教学的技术化，语文变成了一种理性的训练工具，学生失去了通过语文进行人格体验的兴趣。最终在技术时代里，语文学习日益被边缘化，传统的语文教学存在的基础发生动摇。本文试从语文课程中知识的重构、批判性阅读、以及语言的个性化“言说”等方面探讨语文适应信息化社会生存的可能性。

关键词：文字崇拜 经典 图像 批判性阅读 个性化言说

I

Abstract

The historical phenomenon that the modern Chinese teaching has reformed many times and failed too for one more hundred years makes us think about its. Of course, the main reason is that people just is limited into the repairing of the Chinese internal studying method and the adjustment of the studying page. We all don’t think that Chinese as one sort of the cultural phenomenon as well as trapped in the restriction of the social economic form, whose change inevitable the shift of the Chinese productive system. In a agriculture-dominant society，a classic Chinese teaching based on worshipping letters, classic myths and the substantial role. It plays in the society made its great brilliance in history. But in technical society, the students’ reading interest and psychology have altered greatly with the orientation of the image and the emergence of the consumptive culture. With monotonous words language is degraded even it has become the students’ jigsaw puzzle. The holiness of the classic (the material of Chinese studying )gradually reduced its own charming for the shift of the society and the divers of the value and the differentiation of the school languages coding. With the emergence of the scientism, the seeking to the social science and culture. Well, because of the teaching technicalization. Chinese has become a kind of rational training toll, which make the students lose their interests in the character practice through the Chinese. Finally, in the technical era, the study of Chinese has been verged gradually and the base of the traditional Chinese teaching is in the wavering. This content just try to discuss the possibility of Chinese how to adept and exist in the informational society from the rebuilding of the Chinese text book, the critical reading and the individualistic speech.

Key words: worshipping letters classic image critical reading

individualistic speech

II

目 录

内容摘要····································································································································································I Abstract ···································································································································································II 前 言··································································································································································· 1 第一章 前技术时代经典性语文教学的辉煌 ············································································· 3 一、文字的中心地位 ·································································································· 3 二、“ 经典”的神话 ·································································································· 7 三、济世的需要 ········································································································ 12 第二章 技术时代经典性语文教学遇到的挑战 ·········································································· 16 一、图像的转向 ········································································································ 16 二、“经典”的祛魅 ·································································································· 21 三、科学主义的兴起对语文的冲击 ········································································ 26 第三章 后技术时代语文教学合法性的重建············································································· 32 一、语文课程中的知识重构 ···················································································· 32 二．批判性阅读 ········································································································ 35 三、 语言的个性化“言说” ·················································································· 39 结 语 ····································································································································································· 45 主要参考文献 ····················································································································································· 48 后 记 ·································································································································································· 51

前 言

作为学科课程的现代意义的语文教学，是从1902年开始的，到现在已有了一百多年的发展道路。综观这一百多年来的“语文教学”现实，我们发现其一直面临着深刻的生存危机，一百年来人们对它进行了不间断的批评。语文教学开始的20年，采取的是“以阅读为本位”，“以读带写”的教育模式，但是语文教学质量在很多人看来不尽人意，学生语文程度低落的问题开始困扰国文界。20年代初，著名教育家夏丏尊说：“无论如何设法，学生的国文成绩总不见得显著的进步。因为语法、作文法等的帮助，学生文学在结构上、形式上，虽已大概勉强过得去，但内容总是简单空虚，这原是历来中学程度学生界的普通现象，不但现在如此。”（夏丏尊、刘薰宇《文章作法》“附录三”）从夏丏尊的话中，我们可以看出，现代语文教学的前20年，语文教学效果不佳是不争的事实。到了30年代，关于语文教学落后的认识更盛。1934年11月至1935年6月，在当时颇具影响的《中学生》杂志上开展了一场历时8个月之久的“中学生国文程度的讨论”，但是，关于中学生的国文程度是“行”还是“不行”，并没有达成共识。这次讨论的意义在于：当时的教育界面对语文教育落后的种种舆论，想寻找一种理性的评价，获得一种清醒的正确的认识；但是“不能达成共识”又是在情理之中的，选择“讨论”的方式，仍是企图借助“感觉”来寻找科学的结论，可谓缘木求鱼。当然这种选择也是无可奈何，因为当时根本没有建立起进行语文水平评价的科学标准，就是现在也仍然没有。40年代初，开始了我国第一次大规模的语文教学改革，目的就是改变语文教学的落后现状。1941年,教育部通令各中等学校，“改进国文教育方法”，改两周作文一次为一周作文一次。蒋介石也于同年九月手令教育部通饬各校：“现中学国文程度低落，应令中学各校长切实注意，并设法提高。以后凡大学招生，如有国文不及格者，不准录取为要。”以行政手段来改革提高语文教学质量固不可取，但由此也可以看出当时对语文教学质量的不满意的程度之深，已不仅仅限于个中人士了。 当时一直不愿承认中学生国文程度低落事实的叶圣陶，也终于不得不接受这样的现实：“他科教育的成绩虽然不见得优良，总还有些平常的成绩，国文成绩却不在是成绩优良而还是平常，而在成绩到底有没有??这并不是说现在的学生的国文程度低落到不成样子的地步了，像一些感叹家所想的那样，而是说现在的学生能够看书、能够作文，都是他们自己在暗中摸索，渐渐达到的，他们

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