【摘要】：初中語文閱讀教學(xué)的改革一直在進(jìn)行,課堂越來越高效,學(xué)生的積極性也越來越高,廣大語文教師應(yīng)該把握這一發(fā)展契機(jī),在閱讀教學(xué)中融入寫作教學(xué),以提升作文教學(xué)質(zhì)量。記敘文作為中學(xué)生閱讀和寫作的主要文體,可以充分利用好閱讀教學(xué)的資源,為記敘文寫作覓得捷徑。閱讀教學(xué)不僅能陶冶學(xué)生情操、開拓學(xué)生視野,而且可以為學(xué)生的記敘文寫作提供示范和借鑒作用。教材中的古今中外優(yōu)秀作品,作為范文系統(tǒng),有助于提高學(xué)生在選材、立意、構(gòu)思、遣詞、造句等方面的記敘文寫作能力。但是反觀我們的初中語文教學(xué)現(xiàn)狀,不論是教材的設(shè)計(jì)安排,還是教師的教學(xué)過程,都存在讀寫分離、重讀輕寫的現(xiàn)象。要以怎樣的方式充分地發(fā)揮閱讀文本的示范作用,要如何用閱讀來促進(jìn)寫作,這些都需要我們進(jìn)行深入的研究與探索。本論文的研究圍繞以讀促寫策略在初中記敘文閱讀教學(xué)的應(yīng)用展開,首先對(duì)閱讀,記敘文,以讀促寫等概念進(jìn)行了界定,總結(jié)了以讀促寫的理論依據(jù)。接著以問卷調(diào)查的形式對(duì)河南省某初級(jí)中學(xué)的記敘文教學(xué)現(xiàn)狀進(jìn)行了審視洞悉,由此發(fā)現(xiàn)學(xué)生存在缺乏寫作興趣,主動(dòng)性差,讀寫脫節(jié),不懂從閱讀中吸收借鑒,缺乏寫作訓(xùn)練等一系列問題,教師存在記敘文指導(dǎo)籠統(tǒng)化,缺乏以讀促寫的教學(xué)意識(shí),缺乏以讀促寫的教學(xué)能力等問題。文章的主體部分針對(duì)記敘文寫作教學(xué)中所存在的問題,結(jié)合閱讀教學(xué)現(xiàn)狀,提出了在閱讀教學(xué)中激發(fā)寫作興趣,傳授記敘文寫作知識(shí),積累記敘文寫作素材,進(jìn)行記敘文寫作訓(xùn)練,培養(yǎng)記敘文寫作語感等策略,力圖為一線教學(xué)提供借鑒。在文章的最后一部分,對(duì)開展以讀促寫的教學(xué)活動(dòng)進(jìn)行了反思,希望老師在實(shí)施的過程中既注意開發(fā)課程資源,又注意培養(yǎng)學(xué)生的思維能力。
[Abstract]:The reform of Chinese reading teaching in junior middle school has been carried out all the time, the classroom is more and more efficient, and the enthusiasm of students is becoming higher and higher. The majority of Chinese teachers should grasp this opportunity of development and integrate writing teaching into reading teaching in order to improve the quality of composition teaching. Narration, as the main style of middle school students' reading and writing, can make full use of reading teaching resources and find a shortcut for narrative writing. Reading teaching can not only cultivate students' sentiment and broaden their horizons, but also provide demonstration and reference for students' narrative writing. As a model system, the excellent works in teaching materials can improve the students' writing ability in the aspects of material selection, idea, conception, choice of words, sentence construction and so on. However, when we look at the present situation of Chinese teaching in junior high school, whether it is the design of textbooks or the teaching process of teachers, there is a phenomenon of separation of reading and writing and heavy reading and writing. How to give full play to the exemplary role of reading text and how to use reading to promote writing require us to conduct in-depth research and exploration. This thesis focuses on the application of reading and writing strategies in the teaching of narrative reading in junior high school. Firstly, the concepts of reading, narrative and reading are defined, and the theoretical basis of reading and writing is summarized. Then, the author examines the present situation of narrative teaching in a junior middle school in Henan Province by means of a questionnaire, and finds out that students lack interest in writing, have poor initiative, are out of touch with reading and writing, and do not know how to learn from reading. Lack of writing training and a series of problems, teachers have narrative guidance in general, lack of reading to promote writing teaching awareness, lack of reading and writing teaching ability, and so on. The main part of the article aims at the problems existing in the teaching of narrative writing, combining with the present situation of reading teaching, puts forward the following points: arousing writing interest, imparting narrative writing knowledge and accumulating narrative writing materials in reading teaching. The training of narrative writing and the cultivation of sense of language in narrative writing are aimed at providing reference for the first line teaching. In the last part of the article, the author reflects on the teaching activities of reading and writing, and hopes that the teacher will pay attention to the development of curriculum resources as well as the cultivation of students' thinking ability in the course of implementation.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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