發(fā)布時(shí)間：2018-04-30 20:14

  本文選題：微時(shí)代 + 寫(xiě)作教學(xué)�。� 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：隨著數(shù)字信息技術(shù)的急速發(fā)展,生活逐步邁入“微時(shí)代”,越來(lái)越多的高中學(xué)生和語(yǔ)文教師也自覺(jué)不自覺(jué)地參與到這個(gè)以“微”為特征的時(shí)代之中,在這樣的新形勢(shì)下,寫(xiě)作教學(xué)也隨之發(fā)生了改變。本文在分析微時(shí)代特點(diǎn)及其對(duì)高中寫(xiě)作教學(xué)影響的基礎(chǔ)上,探究相應(yīng)的指導(dǎo)策略,以期抓住微時(shí)代這個(gè)契機(jī),提升高中寫(xiě)作教學(xué)質(zhì)量。除緒論外,本文主要從以下幾部分展開(kāi):第一部分為第一章,從微時(shí)代與高中寫(xiě)作教學(xué)的碰撞入手,首先對(duì)微時(shí)代的概念和特點(diǎn)作了簡(jiǎn)單闡述;其次從三個(gè)方面論述了微時(shí)代高中寫(xiě)作教學(xué)的實(shí)踐價(jià)值,包括順應(yīng)寫(xiě)作教學(xué)信息化發(fā)展趨勢(shì)、拓展寫(xiě)作教學(xué)的發(fā)展時(shí)空、回歸寫(xiě)作教學(xué)的生活本真,指出開(kāi)啟寫(xiě)作教學(xué)新征程的迫切性與必要性。第二部分為第二章,是根據(jù)微時(shí)代下高中生寫(xiě)作現(xiàn)狀,分析了目前高中寫(xiě)作教學(xué)面臨的困境及問(wèn)題成因,為更好解決疑難雜癥提供了有力參照。面臨困境包括漢語(yǔ)書(shū)寫(xiě)的退化與寫(xiě)作語(yǔ)言不規(guī)范、高中生寫(xiě)作“克隆拷貝”現(xiàn)象嚴(yán)重、信息資源良莠不齊、高中生寫(xiě)作思維缺乏深度、作文思想價(jià)值不高五個(gè)方面;問(wèn)題成因相對(duì)應(yīng)的包括漢語(yǔ)書(shū)寫(xiě)鍛煉不充分與網(wǎng)絡(luò)詞匯大量涌現(xiàn)、高中生寫(xiě)作態(tài)度不認(rèn)真、高中生易產(chǎn)生信息迷航、高中生信息組織和轉(zhuǎn)化能力較弱、寫(xiě)作脫離經(jīng)典文本五個(gè)方面。第三部分包括第三章和第四章,在實(shí)踐基礎(chǔ)上針對(duì)微時(shí)代背景下高中寫(xiě)作教學(xué)的困境及成因進(jìn)行了探索,力求找到解決相關(guān)疑難問(wèn)題的有效策略。本部分筆者分兩章從學(xué)生和教師兩方面展開(kāi)論述,第三章分三大板塊先從學(xué)生角度進(jìn)行論說(shuō),第一,優(yōu)化環(huán)境,培養(yǎng)高中生媒介素養(yǎng);第二,創(chuàng)設(shè)微閱讀環(huán)境,引入經(jīng)典篇目促寫(xiě)作;第三,創(chuàng)設(shè)微寫(xiě)作環(huán)境,促進(jìn)高中生寫(xiě)作水平的提高。第四章則從另一角度切入,以教師的立場(chǎng)打開(kāi)另一番天地,從微博、微視頻、微課三個(gè)微平臺(tái)出發(fā),對(duì)微時(shí)代背景下如何開(kāi)展高中寫(xiě)作教學(xué)活動(dòng)進(jìn)行了深入研究。寫(xiě)作是將個(gè)人內(nèi)部思維進(jìn)行外化并形成書(shū)面語(yǔ)言的一種過(guò)程,也是個(gè)人與龐大繁復(fù)的外部環(huán)境進(jìn)行溝通與交流的一種過(guò)程。但是,隨著社會(huì)的變革,時(shí)代的變遷,寫(xiě)作在不同時(shí)期都會(huì)呈現(xiàn)與眾不同的面貌,給我們以煥然一新的視覺(jué)享受。在微時(shí)代的影響下,高中生寫(xiě)作視野寬闊了,所能汲取的素材資源增加了,但我們更應(yīng)該關(guān)注他們的寫(xiě)作質(zhì)量,他們的個(gè)人特色。我們要緊隨時(shí)代潮流不斷調(diào)整、完善指導(dǎo)策略,使寫(xiě)作真正成為高中生創(chuàng)造性表達(dá)自我的有效途徑。
[Abstract]:With the rapid development of digital information technology, life has gradually entered into a "micro-era". More and more senior high school students and Chinese teachers have also consciously and unconsciously participated in this era characterized by "micro-". Under such a new situation, The teaching of writing has also changed. Based on the analysis of the characteristics of the micro-era and its influence on the teaching of writing in senior high school, this paper probes into the corresponding guiding strategies in order to seize the opportunity of the micro-era and improve the teaching quality of the writing in senior high school. In addition to the introduction, this paper mainly from the following parts: the first part is the first chapter, starting with the collision between the micro-era and senior high school writing teaching, the concept and characteristics of micro-era are briefly described; Secondly, it discusses the practical value of writing teaching in micro-era from three aspects, including adapting to the trend of information-based writing teaching, expanding the development space and time of writing teaching, and returning to the real life of writing teaching. This paper points out the urgency and necessity of opening a new course of writing teaching. The second part is the second chapter, according to the writing situation of senior high school students in the micro-era, it analyzes the difficulties and the causes of the problems in the writing teaching of senior high school, and provides a powerful reference for better solving the difficult and complicated diseases. The difficulties include the degeneration of Chinese writing and the nonstandard writing language, the serious phenomenon of "clone copy" of high school students' writing, the intermingling of information resources, the lack of depth of writing thinking of senior high school students, and the low ideological value of composition. The corresponding causes of the problems include inadequate Chinese writing exercise and the emergence of a large number of online vocabulary, the writing attitude of high school students is not serious, high school students are prone to create information confusion, the ability of information organization and transformation of senior high school students is relatively weak. Writing is separated from classical texts in five aspects. The third part includes the third chapter and the fourth chapter, on the basis of practice, it explores the difficulties and causes of senior high school writing teaching under the background of micro-era, and tries to find effective strategies to solve the related difficult problems. This part is divided into two chapters from the students and teachers, the third chapter is divided into three sections from the perspective of students, first, optimize the environment, cultivate the media literacy of high school students; second, create a micro-reading environment, Thirdly, create micro-writing environment to improve the writing level of high school students. The fourth chapter, from another angle, opens a different world from the standpoint of teachers, from Weibo, micro-video, micro-lesson three micro-platforms, on the background of micro-era how to carry out writing teaching activities in senior high school in-depth study. Writing is not only a process of externalizing one's internal thinking and forming written language, but also a process of communication and communication between individuals and a huge and complicated external environment. However, with the change of the society and the change of the times, writing will take on a different look in different periods, giving us a new visual enjoyment. Under the influence of the micro-era, the writing field of high school students has become wider and the material resources can be drawn up, but we should pay more attention to their writing quality and their personal characteristics. We should follow the trend of the times and perfect the guiding strategies to make writing become an effective way for high school students to express themselves creatively.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.34;G434

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