本文選題：寫作心理過程理論 + 新材料議論文�。� 參考：《江西師范大學(xué)》2015年碩士論文

【摘要】：長期以來,傳統(tǒng)的寫作教學(xué)大多采用“成果寫作教學(xué)法”。由于這種教學(xué)模式忽視了學(xué)生主觀能動作用和寫作心理因素,造成學(xué)生缺乏寫作動機,寫作能力低下等問題。針對這一教學(xué)法的弊端,國內(nèi)外的心理學(xué)和教育學(xué)研究者們從心理學(xué)角度對寫作教學(xué)問題進(jìn)行了一系列的探討,為我們科學(xué)而有效地進(jìn)行寫作教學(xué)和研究提供了心理學(xué)依據(jù)。雖然現(xiàn)有的研究中學(xué)寫作教學(xué)與寫作心理學(xué)的論文很多,但是卻很少將寫作心理過程理論來具體指導(dǎo)議論文寫作教學(xué)的。議論文寫作在中學(xué)語文考試中所占的分值很大,對學(xué)生思維能力和語言表達(dá)能力的提高都有極大的幫助,但是現(xiàn)在的議論文教學(xué)卻存在諸多問題,如效率不高,學(xué)生寫作能力極低等。本研究旨在將寫作心理過程理論引入議論文寫作教學(xué),通過運用寫作心理過程理論,來指導(dǎo)編寫寫作教學(xué)設(shè)計案例,并付諸實施。收集學(xué)生的習(xí)作,分析其是否按照寫作心理過程的要求寫作,以求驗證該理論在議論文寫作教學(xué)中的適切性和有效性,從而探究其解決學(xué)生寫作能力不足的問題的可能性。研究的主要內(nèi)容包括:l)分析寫作心理過程理論指導(dǎo)的議論文寫作教學(xué)特點;2)分析寫作心理過程理論在新材料寫作教學(xué)中的適切性、有效性;3)分析教案設(shè)計實施中存在的問題以及改進(jìn)方法。本論文由五部分構(gòu)成。第一部分對相關(guān)研究文獻(xiàn)的綜述;第二部分界定相關(guān)概念;第三部分分析現(xiàn)狀及產(chǎn)生原因;第四部分通過寫作心理過程理論的指導(dǎo),設(shè)計出相應(yīng)的教學(xué)設(shè)計;論文第五部分發(fā)現(xiàn)研究的問題和不足。
[Abstract]:For a long time, the traditional writing teaching mostly adopts the result writing teaching method. Due to the neglect of students' subjective initiative and writing psychological factors, this teaching mode leads to students' lack of writing motivation and low writing ability. In view of the disadvantages of this teaching method, the researchers of psychology and pedagogy at home and abroad have made a series of discussions on the teaching of writing from the angle of psychology, which provides a psychological basis for us to carry out the teaching and research of writing scientifically and effectively. Although there are many papers on writing teaching and writing psychology in middle schools, the theory of writing psychological process is seldom used to guide argumentative writing teaching. Argumentative writing has a large score in the middle school Chinese examination, which is of great help to the improvement of students' thinking ability and language expression ability. However, there are many problems in argumentation teaching nowadays, such as low efficiency. Students' writing ability is very low. The purpose of this study is to introduce the theory of writing psychological process into argumentative writing teaching, and apply the theory of writing psychological process to guide writing teaching design cases and put them into practice. This paper collects students' exercises and analyzes whether they write in accordance with the requirements of the psychological process of writing, in order to verify the relevance and effectiveness of the theory in the teaching of argumentative writing, so as to explore the possibility of solving the problem of students' insufficient writing ability. The main contents of the study include: (1) analyzing the characteristics of argumentative writing teaching guided by the theory of psychological process of writing. (2) analyzing the appropriateness of the theory of psychological process of writing in the teaching of writing with new materials. The effectiveness of the teaching plan design and implementation of the existing problems and improvement methods. This paper consists of five parts. The first part summarizes the relevant research literature; the second part defines the related concepts; the third part analyzes the present situation and causes; the fourth part designs the corresponding teaching design through the guidance of the writing psychological process theory; The fifth part of the paper finds out the problems and shortcomings of the research.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.34

【參考文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 溫志群;中學(xué)生寫作心理初探[D];華東師范大學(xué);2010年

2 潘莉莉;初中學(xué)生作文心理探究及應(yīng)用策略[D];東北師范大學(xué);2010年

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本文編號：1996896