發(fā)布時(shí)間：2018-04-27 00:41

  本文選題：構(gòu)思 + 記敘文寫作�。� 參考：《中央民族大學(xué)》2017年碩士論文

【摘要】：寫作教學(xué)是語文教學(xué)的重要組成部分,占據(jù)著初中語文教學(xué)的"半壁江山"。學(xué)生寫作水平的高低往往決定著其語文成績(jī)的高低,也在一定程度上體現(xiàn)著學(xué)生的語文素養(yǎng)。教育部2011年出版的《義務(wù)教育語文課程標(biāo)準(zhǔn)》明確了寫作在語文學(xué)習(xí)中的重要地位,并分學(xué)段提出了不同層次的學(xué)習(xí)目標(biāo),全面提高學(xué)生的語文素養(yǎng)。記敘文寫作是初中寫作教學(xué)的核心內(nèi)容,而當(dāng)下初中學(xué)生記敘文寫作水平并不十分樂觀,學(xué)生的記敘文作文存在著各種各樣的問題,究其原因是學(xué)生在寫作前的構(gòu)思過程中就出現(xiàn)了問題。本研究以保定市淶水縣B中學(xué)初中部語文教師和部分初中學(xué)生為研究對(duì)象,采用問卷法、訪談法、觀察法和內(nèi)容分析法,對(duì)B中學(xué)初中記敘文寫作教學(xué)現(xiàn)狀進(jìn)行了調(diào)查。通過發(fā)放問卷、與語文教師進(jìn)行訪談、開展課堂觀察和分析教材及學(xué)生的記敘文作文,了解包括總體寫作教學(xué)和記敘文寫作教學(xué)的教師教、學(xué)生學(xué)及教材、教輔的現(xiàn)狀。在了解記敘文寫作教學(xué)現(xiàn)狀的基礎(chǔ)上,分析初中學(xué)生在記敘文寫作構(gòu)思過程中普遍存在的問題,其中教師的問題主要在于記敘文寫作教學(xué)理念偏頗、側(cè)重點(diǎn)偏移和教學(xué)方式存在局限性;學(xué)生在審題立意、選材、謀篇布局等方面存在問題,并呈現(xiàn)出復(fù)雜性;教材的寫作訓(xùn)練缺乏系統(tǒng)性、沒有記敘文寫作教學(xué)校本教材。面對(duì)初中學(xué)生在記敘文寫作構(gòu)思過程中普遍存在的這些問題,研究者在嚴(yán)格遵循初中學(xué)生身心發(fā)展特點(diǎn)和具體教學(xué)實(shí)踐的基礎(chǔ)上,提出優(yōu)化記敘文寫作構(gòu)思的有效教學(xué)策略,主要從教師、學(xué)生及教材三方面展開。教師要樹立科學(xué)的記敘文寫作教學(xué)理念、有針對(duì)性地指導(dǎo)記敘文寫作構(gòu)思、優(yōu)化記敘文寫作教學(xué)方式;學(xué)生應(yīng)當(dāng)體驗(yàn)生活,注重積累,并且勤于修改,加強(qiáng)反思;教材方面,學(xué)校應(yīng)當(dāng)從初中學(xué)生思維發(fā)展的特點(diǎn)和本地特色及學(xué)校教學(xué)特色出發(fā),開發(fā)記敘文寫作校本教材,加強(qiáng)記敘文寫作理論知識(shí)和運(yùn)用的系統(tǒng)性。
[Abstract]:Writing teaching is an important part of Chinese teaching, occupying half of junior middle school Chinese teaching. The level of students' writing level often determines the level of their Chinese achievements, but also reflects the students' Chinese literacy to a certain extent. The Chinese Curriculum Standard of compulsory Education published by the Ministry of Education in 2011 clarifies the important position of writing in Chinese learning and puts forward different learning objectives in order to improve students' Chinese literacy in an all-round way. Narrative writing is the core content of junior high school writing teaching, but the writing level of narrative writing of junior middle school students is not very optimistic. The reason is that students have problems in the process of thinking before writing. This study takes Chinese teachers and some junior middle school students of middle school in Lishui County of Baoding City as the research objects. The present situation of narrative writing teaching in middle school B is investigated by questionnaire, interview, observation and content analysis. Through questionnaires, interviews with Chinese teachers, classroom observation and analysis of teaching materials and students' narrative composition, to understand the current situation of teachers' teaching, students' learning, teaching materials and teaching aids, including general writing teaching and narrative writing teaching. On the basis of understanding the present situation of narrative writing teaching, this paper analyzes the common problems of junior middle school students in the process of writing narrative writing, among which the teachers' problems mainly lie in the biased teaching ideas of narrative writing. The focus deviation and teaching methods are limited; the students have problems in determining the questions, selecting the material, seeking the layout of the text, and present the complexity; the writing training of the teaching material is lack of systematicness, and there is no school-based textbook in the teaching of narrative writing. In the face of the common problems in the process of narrative writing, the researcher, on the basis of strictly following the characteristics of junior high school students' physical and mental development and specific teaching practice, puts forward an effective teaching strategy to optimize the narrative writing conception. Mainly from the teachers, students and teaching materials in three aspects. Teachers should set up scientific teaching concept of narrative writing, guide narrative writing conception and optimize teaching methods of narrative writing. Students should experience life, pay attention to accumulation, and be diligent in revising and strengthening reflection. The school should develop the school-based teaching material of narrative writing according to the characteristics of the junior middle school students' thinking development, local characteristics and school teaching characteristics, and strengthen the systematization of the theoretical knowledge and application of narrative writing.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.34

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本文編號(hào)：1808440