本文選題：初中 + 作文評(píng)語��； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：作文是學(xué)生運(yùn)用語言文字表達(dá)思想、交流情感的重要方式,也是認(rèn)識(shí)世界、認(rèn)識(shí)自我、進(jìn)行創(chuàng)造性表達(dá)的過程。作文能力是學(xué)生語文素養(yǎng)的綜合體現(xiàn),作文水平是衡量學(xué)生語文學(xué)習(xí)質(zhì)量的重要尺度。因此,作文教學(xué)一直是初中語文教學(xué)中的一項(xiàng)重要的任務(wù)。同時(shí),對(duì)于初中生而言,作文也是比閱讀、聽、說能力更難的學(xué)習(xí)任務(wù)。一直以來,作文教學(xué)都是語文學(xué)習(xí)中的一個(gè)難題�；ㄙM(fèi)的時(shí)間、精力最多,收到的效果卻不明顯。以往的作文教學(xué)研究多把目光聚焦在作文前材料的積累和收集,作文中寫作技巧的指導(dǎo)。本文另辟蹊徑,從課程與教學(xué)論中的課程評(píng)價(jià)角度入手,關(guān)注作文后的作文評(píng)語。分析初中作文評(píng)語的現(xiàn)狀,明確問題所在,力圖找到促進(jìn)初中作文教學(xué)效果的有效途徑。論文共分為三章。第一章對(duì)初中作文評(píng)語做了相關(guān)的理論研究。首先,對(duì)評(píng)語和作文評(píng)語的概念做逐級(jí)闡述。然后明確了有效性評(píng)語的客觀性、針對(duì)性、具體性、人文性和規(guī)范性的五大特征。詳細(xì)闡述了作文評(píng)語的反饋功能、改進(jìn)功能、激勵(lì)功能和示范功能。最后,結(jié)合相關(guān)的教育學(xué)、心理學(xué)的知識(shí),對(duì)初中生的寫作心理和寫作能力做了科學(xué)的分析。并對(duì)羅杰斯的人本主義學(xué)習(xí)理論、馬斯洛的需要層次理論和桑代克的效果律學(xué)習(xí)理論等有關(guān)初中生寫作心理的理論進(jìn)行了詳細(xì)的列舉分析。第二章對(duì)初中作文評(píng)語的現(xiàn)狀作分析研究。本章共有三節(jié)。第一節(jié)首先明確現(xiàn)在初中作文教學(xué)中的評(píng)語現(xiàn)狀。本人主要以本人在山東濰坊和江蘇南京兩地的不同等級(jí)的初中學(xué)校收集的大量評(píng)語案例和所作的問卷調(diào)查為依據(jù),分別對(duì)作文評(píng)語的質(zhì)量、教師對(duì)評(píng)語的態(tài)度和學(xué)生對(duì)評(píng)語的態(tài)度進(jìn)行調(diào)查、分析。在明確了初中作文評(píng)語現(xiàn)狀的基礎(chǔ)上,第二節(jié)本人將根據(jù)現(xiàn)狀找出評(píng)語中存在的主要問題,并分析這些問題可能會(huì)給作文教學(xué)帶來的危害。第三節(jié),本人將針對(duì)問題去追尋問題出現(xiàn)的具體原因。第三章是本文的重點(diǎn)章節(jié)。這一章主要是針對(duì)現(xiàn)狀和問題提出解決作文評(píng)語存在問題的對(duì)策。本章分為四節(jié),分別從四個(gè)方面入手尋找對(duì)策。第一節(jié)是評(píng)語的專業(yè)化。要求教師提高自身評(píng)語寫作水平,保證評(píng)語的針對(duì)性和規(guī)范性。第二節(jié)是評(píng)語的個(gè)性化。教師要形成自己的評(píng)語風(fēng)格,增加學(xué)生對(duì)評(píng)語的閱讀興趣。評(píng)語寫作也要尊重學(xué)生的個(gè)性。第三節(jié)是評(píng)語的人文化。評(píng)語寫作要堅(jiān)持評(píng)語為教學(xué)服務(wù)的正確價(jià)值取向,多鼓勵(lì)學(xué)生,“評(píng)文”與“評(píng)人”相結(jié)合。第四節(jié)是評(píng)語的多樣化。為提高學(xué)生的興趣,更好地發(fā)揮評(píng)語的有效性功能,評(píng)語要在語言表達(dá)、寫作形式和寫作主體上堅(jiān)持多樣化的原則,更加靈活多樣,克服呆板僵化,并且重視學(xué)生評(píng)語的寫作。
[Abstract]:Composition is an important way for students to express their thoughts and communicate emotions with language and writing. It is also a process of knowing the world, knowing oneself and expressing creatively.Composition ability is the comprehensive embodiment of students' Chinese literacy, and composition level is an important measure to measure the quality of students' Chinese learning.Therefore, composition teaching has been an important task in junior middle school Chinese teaching.At the same time, for junior high school students, composition is a more difficult task than reading, listening and speaking.Composition teaching has always been a difficult problem in Chinese learning.It takes the most time and energy, but the effect is not obvious.In the past, the study of composition teaching has focused on the accumulation and collection of materials before composition, and the guidance of writing skills in composition.From the perspective of curriculum evaluation in curriculum and teaching theory, this paper focuses on composition evaluation after composition.This paper analyzes the present situation of junior high school composition evaluation, clarifies the problem, and tries to find an effective way to promote the teaching effect of junior high school composition.The thesis is divided into three chapters.The first chapter has done the related theory research to the junior middle school composition comment.First of all, the concept of comments and composition comments to do a hierarchical elaboration.Then it clarifies the five characteristics of objectivity, pertinence, concreteness, humanism and standardization of validity evaluation.The feedback function, improvement function, motivation function and demonstration function of composition comment are expounded in detail.Finally, combining the relevant knowledge of pedagogy and psychology, this paper makes a scientific analysis on the writing psychology and writing ability of junior high school students.The author also makes a detailed enumeration and analysis of Rogers' humanistic learning theory, Maslow's hierarchy of needs theory and Thorndike's learning theory of the effect law on junior high school students' writing psychology.The second chapter analyzes the current situation of junior high school composition comments.This chapter consists of three sections.The first section clarifies the current situation of writing teaching in junior high school.On the basis of a large number of evaluation cases and questionnaires collected by my junior high schools at different levels in Weifang, Shandong, and Nanjing, Jiangsu Province, I made a survey on the quality of composition comments.The teacher's attitude to the comment and the students' attitude to the comment are investigated and analyzed.On the basis of defining the present situation of the composition evaluation in junior high school, the second section will find out the main problems in the evaluation according to the present situation, and analyze the harm that these problems may bring to the composition teaching.The third section, I will aim at the question to pursue the concrete reason which the question appears.The third chapter is the key chapter of this paper.This chapter is aimed at the present situation and the problem to solve the problem of composition comments.This chapter is divided into four sections, respectively from four aspects to find countermeasures.The first section is the professionalization of comments.Teachers are required to improve their writing level to ensure the pertinence and standardization of comments.The second section is the individuation of comments.Teachers should form their own comment style and increase students' interest in reading comments.Comment writing should also respect the personality of the students.The third section is the human culture of the commentary.Comment writing should adhere to the correct value orientation of comment service for teaching, encourage students more, "comment article" and "judge person" combine together.The fourth section is the diversity of comments.In order to improve students' interest and give full play to the effective function of comments, comments should adhere to the principle of diversity in language expression, writing form and writing subject, be more flexible and diverse, overcome rigidity, and attach importance to the writing of students' comments.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.34

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