本文選題：技師學院　切入點：應用寫作　出處：《重慶師范大學》2012年碩士論文　論文類型：學位論文

【摘要】：在當今信息化程度越來越高的社會里，寫作能力作為人際往來的重要溝通技能，逐漸受到人們的重視，成為人們職業(yè)生涯中的一項重要的能力，也成為企業(yè)衡量從業(yè)人員綜合素質高低的一條重要標準。應用寫作課程作為一門公共基礎課程，在技師學院普遍開設，但其教學效果卻不太理想。 本文采用訪談法、問卷調(diào)查法、個案研究法，通過對重慶化醫(yī)技師學院應用寫作課堂教學的觀察，對教師的訪談及對學生的問卷調(diào)查，發(fā)現(xiàn)技師學院應用寫作教學當前存在的問題：教師進行課堂教學設計時沒有重點關注學情分析，教師不是從促進學生學習的角度來設計教學。 本文從學生學習的視角研究了應用寫作教學設計的教學原則：1、采用科學的方法進行學情分析；2、教學目標和內(nèi)容設計的可接受性原則；3、符合學生心理認知規(guī)律的原則；4、應使教師教學設計能最大限度促進學生的學習。本文還從學生學習的視角研究了教學程序（分析階段、決策階段、評價階段），提出以服務專業(yè)為宗旨，注重學習者社會生存及發(fā)展能力的教學目標設計；以學生學情為中心，趨向特色化教學的教學策略設計；以人為本，提倡多種形式的變化的教學評價設計。 本文還采用行動研究法，通過對自己的教學實例的分析評價，從應用寫作的理論知識教學、事務文書教學、專業(yè)文書教學三方面，實踐探討了技師學院的應用寫作教學設計。試圖尋找一條能夠結合技師學院學生學情，提高學生學習興趣，促進學生應用寫作學習，，提高寫作能力的有效途徑。 本研究結論如下： 1、技師學院應用寫作教學設計應重視學生的學情分析。 2、教師在進行應用寫作教學設計時，應采用科學的方法對學生進行學情分析，而不是僅靠經(jīng)驗推斷。 3、教學設計中的教學目標、教學策略應該是根據(jù)學情分析來制定和選擇。
[Abstract]:In today's society with more and more information level, writing ability, as an important communication skill in interpersonal communication, has gradually been attached importance to by people, and has become an important ability in people's career. As a public basic course, applied writing course is generally offered in technician college, but its teaching effect is not ideal. This paper adopts interview method, questionnaire survey method, case study method, through the observation of applied writing classroom teaching of Chongqing Chemical Medical technician College, interviews to teachers and questionnaire survey to students. It is found that there are some problems in the teaching of applied writing in technician college: teachers do not pay attention to the analysis of learning situation when designing classroom teaching, and teachers do not design teaching from the angle of promoting students' learning. From the perspective of students' study, this paper studies the teaching principle of applied writing teaching design:: 1, adopts scientific methods to analyze the situation of learning and the acceptability principle of teaching goal and content design, which accords with the psychological cognitive law of students. In principle 4, teachers' teaching design should be designed to promote students' learning to the maximum extent. This paper also studies the teaching process from the perspective of students' learning. In the stage of decision-making and evaluation, the author puts forward the teaching goal design, which takes service specialty as the aim, pays attention to the learners' social survival and development ability, takes the students' learning situation as the center and tends to the special teaching strategy design, and puts forward the people-oriented teaching strategy design. Teaching evaluation design that advocates variety of forms of change. This article also adopts the action research method, through the analysis and the appraisal to own teaching example, from the application writing theory knowledge teaching, the affairs paper teaching, the specialized document teaching three aspects, This paper probes into the teaching design of applied writing in technician college and tries to find an effective way to combine students' learning situation, improve students' interest in learning, promote students' learning of applied writing and improve their writing ability. The conclusions of this study are as follows:. 1. The teaching design of applied writing in technician college should pay attention to the analysis of students' learning situation. 2. Teachers should use scientific methods to analyze students' learning situation when designing the teaching of applied writing, instead of inferring by experience only. 3. The teaching goal and strategy in teaching design should be made and selected according to the analysis of learning situation.
【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H152.3-4;G712.4

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