【摘要】：想象作文的研究近年來(lái)已取得較為豐碩的研究成果,主要集中在以教師作為教育主導(dǎo)對(duì)學(xué)生的指導(dǎo)策略;作為一項(xiàng)長(zhǎng)期能力的培養(yǎng),教師對(duì)學(xué)生想象作文寫作的訓(xùn)練策略;以及學(xué)生作為受教育的能動(dòng)主體如何寫好想象作文的策略等方面的研究成果。但對(duì)于教學(xué)現(xiàn)狀的深度探析,仍比較匱乏。本研究采用文獻(xiàn)法、訪談?wù){(diào)查法、案例分析等研究方法,對(duì)當(dāng)前小學(xué)生想象作文的教學(xué)現(xiàn)狀進(jìn)行了剖析,并針對(duì)存在的問(wèn)題提出了改進(jìn)的策略。本文首先對(duì)小學(xué)生想象作文的內(nèi)涵進(jìn)行了界定,闡述了小學(xué)生想象作文的意義、特點(diǎn)、教學(xué)原則和實(shí)施策略。然后在關(guān)于想象作文和小學(xué)生心智發(fā)展特點(diǎn)相關(guān)文獻(xiàn)的基礎(chǔ)上設(shè)計(jì)訪談提綱,對(duì)不同層次學(xué)校的小學(xué)語(yǔ)文教師展開(kāi)關(guān)于想象作文教學(xué)現(xiàn)狀的訪談,發(fā)現(xiàn)小學(xué)想象作文教學(xué)存在的主要問(wèn)題包括:教師對(duì)想象作文內(nèi)涵理解存在偏差,教師對(duì)想象作文重視程度不夠,教師關(guān)于想象作文教學(xué)的專業(yè)知識(shí)欠缺,教師對(duì)學(xué)生寫作主體地位的忽視。問(wèn)題的成因包括:師范教育方向的偏離,自身缺乏辯證的思維和糾錯(cuò)的動(dòng)力;師范教育的具體內(nèi)容與現(xiàn)實(shí)需要部分脫節(jié)、在崗培訓(xùn)力度不足以及教師自身職業(yè)發(fā)展動(dòng)力的停滯;教師受制于傳統(tǒng)的師生觀,缺乏新型教育理念等。最后,針對(duì)存在的問(wèn)題提出如下對(duì)策:教師引導(dǎo)在閱讀中培養(yǎng)想象力,引領(lǐng)學(xué)生積累人生體驗(yàn),促進(jìn)學(xué)生在交流品讀中發(fā)現(xiàn)問(wèn)題;教師加強(qiáng)自我提高意識(shí)、克服不利因素落實(shí)自我提升的實(shí)踐。
[Abstract]:In recent years, the study of imaginative composition has achieved more fruitful research results, mainly focusing on teachers as the leading education to guide students strategies, as a long-term ability training strategies for students imagining composition writing, teachers as a long-term training strategy for students' imaginative composition writing, as a long-term ability training strategy. And students as the active subject of education how to write the strategy of imagination composition and other aspects of research results. However, the deep analysis of the present situation of teaching is still scarce. In this study, literature, interview and investigation, case analysis and other research methods are used to analyze the current situation of elementary school students' imagination composition teaching, and put forward some improvement strategies for the existing problems. This paper first defines the connotation of pupils' imagination composition, and expounds the significance, characteristics, teaching principles and implementation strategies of pupils' imagination composition. Then on the basis of the literature about imagination composition and the characteristics of pupils' mental development, the interview outline is designed, and the interviews on the present situation of imagination composition teaching are carried out to the primary school Chinese teachers at different levels. It is found that the main problems existing in the teaching of imaginative composition in primary schools are as follows: there is a deviation in teachers' understanding of the connotation of imaginative composition, the teachers do not attach enough importance to imaginative composition, and the teachers lack professional knowledge on imaginary composition teaching. Teachers' neglect of the subject position of students' writing. The causes of the problems include: the deviation of the direction of normal education, the lack of dialectical thinking and the motive force of error correction, the partial disconnection between the specific contents of teacher education and the actual needs, the lack of on-the-job training and the stagnation of teachers' own professional development motivation; Teachers are constrained by the traditional outlook on teachers and students and lack of new educational ideas. Finally, aiming at the existing problems, the author puts forward the following countermeasures: teachers guide the cultivation of imagination in reading, lead students to accumulate life experiences, and promote students to find problems in the process of communication and reading; Teachers strengthen the awareness of self-improvement, overcome the disadvantages of the practice of self-improvement.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.24

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本文編號(hào)：2469899