本文選題：閱讀教學(xué) + 寫(xiě)作教學(xué)��； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：閱讀教學(xué)和寫(xiě)作教學(xué),二者的如何結(jié)合,是新課程改革下必須要解決的一個(gè)問(wèn)題,因?yàn)樗P(guān)系到語(yǔ)文教學(xué)質(zhì)量的提高、以及語(yǔ)文教育的改進(jìn)。長(zhǎng)期存在的“閱讀本位論”或者是“寫(xiě)作本位論”,都不符合新時(shí)期語(yǔ)文教學(xué)的要求。本文對(duì)高中語(yǔ)文的教學(xué)狀況進(jìn)行研究,不僅是要探索出二者有效結(jié)合的路徑,也是為了筆者以后自己走上教學(xué)崗位時(shí),能夠更好地指導(dǎo)自己的實(shí)踐。本文共有四章,具體如下：第一章,對(duì)閱讀教學(xué)和寫(xiě)作教學(xué)有效結(jié)合的可行性,作出了分析。這個(gè)概念成立的理論基礎(chǔ),包括建構(gòu)主義理論、遷移理論、圖示理論；它在教學(xué)實(shí)施中遵守的原則,符合聯(lián)系性原則、適時(shí)性原則、統(tǒng)一性原則。第二章,對(duì)閱讀教學(xué)和寫(xiě)作教學(xué)中出現(xiàn)的問(wèn)題進(jìn)行研究。教材中主要存在一些編寫(xiě)問(wèn)題,相關(guān)知識(shí)的缺失,閱讀系統(tǒng)與寫(xiě)作系統(tǒng)的無(wú)法照應(yīng)。教學(xué)中存在的問(wèn)題就是,閱讀和寫(xiě)作相互脫節(jié)的現(xiàn)象,比如沒(méi)有忽視寫(xiě)作素材的積累、忽視情感體驗(yàn)的表達(dá)。第三章,是對(duì)第二章的問(wèn)題提出了具體的解決方案,是加強(qiáng)教材的建設(shè)、改進(jìn)教學(xué)的實(shí)踐。其中,教學(xué)實(shí)踐方面,主要從單篇文本的教學(xué)、寫(xiě)作板塊的教學(xué),兩個(gè)方面加以論述。講單篇文本時(shí),可以進(jìn)行寫(xiě)作訓(xùn)練；講寫(xiě)作專(zhuān)題時(shí),可以拓展進(jìn)行閱讀。第四章,是對(duì)本篇研究得出的結(jié)論,閱讀教學(xué)和寫(xiě)作教學(xué)有效結(jié)合是成立的。閱讀可以成為寫(xiě)作的源頭活水,寫(xiě)作也可以促進(jìn)閱讀的提煉和升華。
[Abstract]:How to combine reading teaching and writing teaching is a problem that must be solved under the new curriculum reform, because it relates to the improvement of the quality of Chinese teaching and the improvement of Chinese education. The long-standing reading-based theory or writing-based theory does not meet the requirements of Chinese teaching in the new era. This paper studies the teaching situation of Chinese in senior high school, not only to explore the effective combination of the two, but also to better guide my own practice when I go to the teaching post in the future. There are four chapters in this paper: the first chapter analyzes the feasibility of effective combination of reading teaching and writing teaching. The theoretical basis of the establishment of this concept includes constructivism theory, transfer theory and graphic theory, and the principles it obeys in the implementation of teaching conform to the principle of connection, the principle of timeliness and the principle of unity. The second chapter studies the problems in reading teaching and writing teaching. There are some problems in the textbook, such as the lack of knowledge and the inability of reading system and writing system. The problem in teaching is that reading and writing are out of touch with each other, such as not ignoring the accumulation of writing materials and the expression of emotional experience. In the third chapter, the author puts forward concrete solutions to the problems in chapter two, which is to strengthen the construction of teaching materials and improve the practice of teaching. Among them, the teaching practice, mainly from the single text teaching, writing plate teaching, two aspects to discuss. Writing training can be carried out when speaking a single text, and reading can be expanded when speaking on a writing topic. The fourth chapter is the conclusion of this study, the effective combination of reading teaching and writing teaching is established. Reading can become the source of writing, writing can also promote the refining and sublimation of reading.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.33

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本文編號(hào)：1962555