建国以来语文教学中《项链》主题解读的衍变分析-evolution analysis of the theme interpretation of necklace in chinese teaching since the founding of the peoples republic of china.docxVIP

摘要目前，关于《项链》，学术界已经突破主题解读单一化，但是教育界主题教学仍呈 单一化。作者主要使用文献法和纵向比较的方法，按照建国初期、文革十年、改革开放 至新课改之前和新课改以来四个阶段，把学术界和教育界的《项链》主题解读的衍变系 统地呈现出来。通过比较得出“树立以人为本的文本解读观”才能适应当下对人才的需 求，符合新课改的理念，满足人的全面发展。并且提出实现“以人为本”的解读策略：（1）从重新定位新人的培养目标开始；（2）其次教材和教参信息要注意与学术研究同 步；（3）课堂要真正落实以学生为主体，教师为主导的新课程理念；（4）教师要以《项 链》的主题解读为例，引导学生用人道主义情怀去解读文本。关键词：《项链》；主题；以人为本；主题解读；衍变AbstractAt present, about article The Necklace, the academia already had a breakthrough in the diversification of theme reading, however among the education teaching, theme teaching is still remain individualized. With literature study and the vertical comparison methods, separate into four stages since the early years of PRC(1950s), the cultural revolution(1960s-1970s), the reform and opening up(1980s-) to the new curriculum reform(2000s) and after new curriculum reform(2000s), the author presents the changes between academia and education teaching of The Necklace theme reading in a systematic way. Through comparing, concludes that only with people-oriented concept of interpretation of the text will meet the demand for current talent which is in line with the new curriculum reform idea and adapt to cultivation of talented people. And put forward the implementation of people- oriented reading strategy: (1) Start from repositioning the training objectives of new students ;(2) Secondly, teaching materials and teaching reference shall be synchronized with academic research;(3) The student-centered, teacher-led concept of the new curriculum shall be truly implemented into the classroom; (4) The teacher needs to interpret the theme of The Necklace as an example to guide the student to understand the text with humanitarian sentiments.Keywords ： TheNecklace;Theme;Human-oriented;Themereading;Changes绪论一、选题意义（一）理论意义《项链》是 19 世纪法国著名作家莫泊桑的代表作，小说情节简单，但主题比较复 杂。一直以来，关于其主题的解读可谓“仁者见仁，智者见智”，尤其建国以来，学术 界针对其政治意义和文学价值展开了激烈的争论。本论文通过梳理和比较的方式，将学 术界的回归文本、尊重作者的多元解读趋势和教育界陈旧单一的解读清晰直观地呈现出 来，进而提出“以人为本”的教学理念，解读时力求做到回归文本，尊重作者，尊重学 生对主题的不同体验。为优化现行语文教材解读的理论注入新鲜的血液，也为此类教学 研究提供一种方法上的范