本文選題：高中語(yǔ)文 + 微寫作��； 參考：《天水師范學(xué)院》2017年碩士論文

【摘要】：自2009年以來,以微博作為傳播媒介,人們傳播信息和溝通感情的形式和方式發(fā)生了巨大的變化,僅需百余字的微寫作正被越來越多的人所接納,這一現(xiàn)象已逐步進(jìn)入中學(xué)語(yǔ)文教學(xué)領(lǐng)域,2014年高考語(yǔ)文北京卷率先明確出現(xiàn)“微寫作”這一概念,引起了語(yǔ)文教師的高度關(guān)注。微寫作進(jìn)入高中語(yǔ)文寫作教學(xué),給語(yǔ)文教學(xué)增添了生機(jī)和活力,但學(xué)生在微寫作過程中也存在很多問題,如用詞不準(zhǔn)確,表達(dá)不連貫,寫作無章法等�！伴喿x鑒賞”板塊,是人教版高中語(yǔ)文必修教材的主體,閱讀篇目以名家名篇為主,閱讀內(nèi)容反映時(shí)代特色,單元編排兼顧文體和人文內(nèi)涵。將微寫作與閱讀鑒賞對(duì)接教學(xué),順應(yīng)時(shí)代的發(fā)展,是讀寫結(jié)合的需要,也是高考改革的需要,符合《普通高中語(yǔ)文課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》的要求。本論文結(jié)合國(guó)內(nèi)外有關(guān)微寫作的研究,對(duì)甘肅省秦安一中微寫作與閱讀鑒賞板塊的對(duì)接教學(xué)情況進(jìn)行問卷調(diào)查并做相應(yīng)的數(shù)據(jù)分析,也對(duì)個(gè)別教師和學(xué)生做了一些訪談,同時(shí)深入課堂、批閱作業(yè),發(fā)現(xiàn)師生對(duì)微寫作的認(rèn)識(shí)和重視程度不夠,在課堂教學(xué)中微寫作與閱讀鑒賞板塊的對(duì)接意識(shí)不強(qiáng),對(duì)接訓(xùn)練方式相對(duì)單一,評(píng)價(jià)相對(duì)滯后。針對(duì)上述問題,提出了高中語(yǔ)文微寫作與閱讀鑒賞的對(duì)接教學(xué)策略:增強(qiáng)對(duì)接意識(shí),加強(qiáng)微寫作與閱讀鑒賞的對(duì)接訓(xùn)練指導(dǎo),踐行范文例析法和分類訓(xùn)練法;豐富對(duì)接形式,提倡多元化寫作,包括擴(kuò)寫、概括、仿寫、改寫、補(bǔ)寫、續(xù)寫、評(píng)價(jià)、讀后感、頒獎(jiǎng)詞等形式;融寫、評(píng)、改于一體,關(guān)注即時(shí)性評(píng)價(jià),包括學(xué)生自評(píng)自改、小組合作評(píng)改、教師綜合評(píng)價(jià)等評(píng)價(jià)方式。同時(shí),結(jié)合一些實(shí)際教學(xué)案例對(duì)教學(xué)策略進(jìn)行檢測(cè)與反思,并提出改進(jìn)意見:時(shí)間安排合理化、話題設(shè)計(jì)生活化、教師評(píng)語(yǔ)特色化。
[Abstract]:Since 2009, with micro-blog as the medium of communication, great changes have taken place in the form and mode of communication and communication of information and communication. More and more people have been accepted by more and more people. This phenomenon has gradually entered the field of Chinese teaching in middle school. In 2014, the Beijing volume of high test Chinese is the first to clearly appear "micro writing". A concept has aroused the high concern of Chinese teachers. Micro writing has added vitality and vitality to the teaching of Chinese writing in high school, but there are also many problems in the process of micro writing, such as inaccuracy of words, discontinuity of expression, writing without rules and so on. "Reading appreciation" plate is a compulsory textbook for high school Chinese. The main body, the reading text is dominated by the famous text, the reading content reflects the characteristics of the times, the unit arrangement takes both the style and the humanistic connotation. It is the need of the combination of reading and writing, the need of the combination of reading and writing, the need of the reform of the college entrance examination, the requirement of the reform of the college entrance examination, and the requirement of the standard of the Chinese course of ordinary high school. The research on micro writing at home and abroad has carried out a questionnaire survey on the butt teaching of the one middle micro writing and reading appreciation plate in Qinan, Gansu Province, and made the corresponding data analysis. Some interviews were made to some teachers and students, and the students' understanding and attention to the micro writing were not enough. In the course of teaching, the connection between the micro writing and the reading appreciation plate is not strong, the mode of docking training is relatively single and the evaluation is relatively lagging. In view of the above problems, the butt teaching strategy of the high school Chinese micro writing and reading appreciation is put forward: strengthening the connection consciousness, strengthening the butt training guidance of the micro writing and reading appreciation, and practicing the example analysis and classification of the examples. Training method; enriching the form of docking, advocating diversified writing, including expansion, generalization, copy writing, rewriting, rewriting, writing, evaluation, reading, and awarding words; melting writing, evaluating, changing to one in one, paying attention to immediate evaluation, including students' self evaluation and self-evaluation, group cooperation evaluation and reform, teachers' comprehensive evaluation and so on. Teaching strategies are tested and reconsidered, and suggestions for improvement are put forward: rationalization of time arrangement, life of topic design, and characterization of teachers' comments.
【學(xué)位授予單位】：天水師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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