本文選題：高中　切入點(diǎn)：寫作教學(xué)　出處：《揚(yáng)州大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：寫作教學(xué),一直是高中語文教學(xué)的重點(diǎn)之一。但是受應(yīng)試教育的影響,高中寫作教學(xué)長(zhǎng)期以來存在著“重方法,輕內(nèi)容”的傾向,而高中寫作教學(xué)內(nèi)容存在的缺陷,成為制約寫作教學(xué)水平的瓶頸。本文的論題是高中寫作教學(xué)內(nèi)容研究,主體部分為三章：第一章描述和分析了高中寫作教學(xué)現(xiàn)狀。通過對(duì)學(xué)生進(jìn)行問卷調(diào)查分析,發(fā)現(xiàn)學(xué)生對(duì)寫作缺乏興趣、寫作自我效能感低下、對(duì)課堂寫作教學(xué)認(rèn)同感低；通過對(duì)教師的寫作教學(xué)訪談分析,發(fā)現(xiàn)存在寫作教學(xué)信念的不確定、寫作教學(xué)內(nèi)容的隨意化、寫作教學(xué)形式的單一化、寫作教學(xué)功能的過度拔高的問題。而種種問題最根本的原因在于課堂寫作教學(xué)內(nèi)容存在缺陷。第二章從課程、教材、教學(xué)三個(gè)維度對(duì)寫作教學(xué)內(nèi)容之所以存在缺陷進(jìn)行了剖析。課程層面中,寫作教學(xué)內(nèi)容存在缺陷,主要在于課程標(biāo)準(zhǔn)中內(nèi)容標(biāo)準(zhǔn)的闡述不明確、課程中寫作文體與社會(huì)實(shí)踐寫作聯(lián)系不緊密；教材層面中,寫作教學(xué)內(nèi)容存在缺陷,主要在于教材中寫作知識(shí)的陳舊、教材中寫作知識(shí)呈現(xiàn)方式的單一；教學(xué)層面中,寫作教學(xué)內(nèi)容存在缺陷,主要在于教學(xué)中對(duì)寫作交際功能的忽視以及教學(xué)中對(duì)序列化、活動(dòng)化的過度追求。第三章重點(diǎn)探討了完善和開發(fā)寫作教學(xué)內(nèi)容的行動(dòng)策略。在課程層面中,完善寫作教學(xué)內(nèi)容的策略包括明確課程標(biāo)準(zhǔn)中的內(nèi)容標(biāo)準(zhǔn)和緊密課程中寫作文體與社會(huì)寫作實(shí)踐的聯(lián)系。在教材層面中,完善寫作教學(xué)內(nèi)容的策略包括更新教材中的寫作知識(shí)和豐富教材中寫作知識(shí)的呈現(xiàn)方式。教學(xué)層面,本文提出了開發(fā)寫作教學(xué)內(nèi)容的兩種策略,包括運(yùn)用交際語境寫作開發(fā)寫作教學(xué)內(nèi)容和運(yùn)用微型寫作開發(fā)寫作教學(xué)內(nèi)容的策略。交際語境寫作是以讀者為中心、以交流為目的、重視語境生成功能的寫作。運(yùn)用交際語境寫作生成寫作教學(xué)內(nèi)容的途徑可以分解為三個(gè)步驟：第一,分析寫作任務(wù)的交際語境,啟動(dòng)學(xué)生內(nèi)在表達(dá)機(jī)制；第二,填補(bǔ)學(xué)生生活經(jīng)驗(yàn)和寫作經(jīng)驗(yàn),生成寫作內(nèi)容；第三,彌補(bǔ)學(xué)生語文經(jīng)驗(yàn)的不足,訓(xùn)練語言表達(dá)技能。微型寫作課是立足于學(xué)生寫作細(xì)節(jié)的短小精悍、真實(shí)快樂、高效智慧的的寫作課程。它不求面面俱到,而是聚焦核心困難,選擇核心知識(shí),解決要害問題,既便于學(xué)生的學(xué)習(xí),也便于老師的設(shè)計(jì)與教學(xué)。運(yùn)用微型寫作生成寫作教學(xué)內(nèi)容的策略,包括微化寫作目標(biāo)的策略、微化寫作內(nèi)容的策略、微化寫作情境的策略以及微化寫作支架的策略。
[Abstract]:Writing teaching has always been one of the key points in Chinese teaching in senior high school. However, under the influence of examination-oriented education, writing teaching in senior high school has the tendency of "emphasizing methods and neglecting content" for a long time, while the teaching content of writing in senior high school has some defects. The main part of this paper is three chapters: the first chapter describes and analyzes the current situation of writing teaching in senior high school. It is found that students lack interest in writing, have a low sense of self-efficacy in writing, and have a low sense of identity in classroom writing teaching, and find that there is uncertainty in writing teaching beliefs and arbitrary writing teaching content through interviews with teachers in writing teaching. The single form of writing teaching, the excessive development of writing teaching function, and the most fundamental reason for all these problems lies in the defects of the teaching content of classroom writing. Chapter two starts with the curriculum, teaching materials, teaching materials, teaching materials, teaching materials, teaching materials, teaching materials, teaching materials, teaching materials, and teaching materials. The three dimensions of teaching have analyzed the defects of the teaching content of writing. In the curriculum level, there are defects in the teaching content of writing, mainly because the explanation of the content standard in the curriculum standard is not clear. Writing style in curriculum is not closely related to social practical writing; in teaching material, there are defects in the teaching content of writing, mainly due to the old writing knowledge in the textbook, the single presentation of writing knowledge in the textbook, and the teaching level in teaching. There are some defects in the teaching content of writing, which mainly lie in the neglect of the communicative function of writing and the serialization in teaching. Chapter three focuses on the strategies to improve and develop the teaching content of writing. The strategies to improve the teaching content of writing include clarifying the content standard of curriculum standard and the relation between writing style and social writing practice in close curriculum. The strategies to improve the teaching content of writing include updating the writing knowledge in the textbook and enriching the presentation of the writing knowledge in the teaching material. At the teaching level, this paper puts forward two strategies to develop the teaching content of writing. It includes the strategies of using communicative context writing to develop writing teaching content and micro writing to develop writing teaching content. Communicative context writing is reader-centered and aims at communication. The approach of using communicative context writing to generate writing teaching content can be divided into three steps: first, analyzing the communicative context of writing tasks, starting the students' internal expression mechanism; second, To fill in the students' life experience and writing experience, to generate writing content; third, to make up for the lack of students' Chinese experience and to train language expression skills. An efficient and intelligent writing course. It does not seek to cover everything, but rather focuses on core difficulties, selects core knowledge, solves key problems, and is convenient for students to learn. It is also convenient for teachers to design and teach. The strategy of creating writing teaching content by micro-writing includes the strategy of micro-writing goal, the strategy of micro-writing content, the strategy of micro-writing situation and the strategy of micro-writing scaffold.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.34

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