【摘要】：作文能力是語文能力最集中的體現(xiàn),《全日制義務(wù)教育語文課程標準》中指出:“寫作是運用語言文字進行表達和交流的重要方式,寫作能力是語文素養(yǎng)的綜合體現(xiàn)。”因此,提升學生的寫作能力,是語文教育的重要任務(wù)。通過文獻閱讀及一學期的教育實習及調(diào)研,筆者發(fā)現(xiàn)目前初中生寫作中存在著許多寫作思維上的問題,如文章條理不清、邏輯思路混亂等等。在導(dǎo)師的介紹和指點下,筆者發(fā)現(xiàn)可以采用思維導(dǎo)圖這一圖形思維工具來幫助初中生解決這些問題。本文以思維導(dǎo)圖理論為指導(dǎo),綜合使用文獻分析法、調(diào)查研究法、比較法等方法,對怎樣將思維導(dǎo)圖運用于初中寫作教學中這一課題展開了深入的探討。全文共分為四部分:緒論闡述了研究的緣起、研究現(xiàn)狀、研究內(nèi)容及研究的思路和方法等,并論述了分文體來進行思維導(dǎo)圖輔助作文教學研究的必要性。第一章思維導(dǎo)圖理論及其對于初中寫作教學的意義。本章系統(tǒng)闡述了思維導(dǎo)圖理論,并考察了思維導(dǎo)圖理論視野下的初中生寫作中存在的思維問題,然后探討了將思維導(dǎo)圖運用于初中寫作教學中的意義。第二章思維導(dǎo)圖在初中記敘文寫作教學中的應(yīng)用策略。本章按照記敘文的寫作過程,詳細探討了如何運用思維導(dǎo)圖幫助學生學會記敘文的審題、立意、選材和謀篇布局等工作。第三章思維導(dǎo)圖在初中議論文寫作教學中的應(yīng)用策略。本章按如何促使議論文論點明確深刻,論證合理兩方面,討論了運用思維導(dǎo)圖輔助學生議論文寫作的問題。第四章教學實踐分析及結(jié)論。本章對思維導(dǎo)圖輔助記敘文和議論文教學分別進行試驗,并對實驗效果進行了分析及反思。經(jīng)過對教學實踐的效果進行分析和反思,筆者認為,思維導(dǎo)圖工具對促使初中生寫好記敘文、議論文上均可起以相當?shù)淖饔谩W生通過繪制思維導(dǎo)圖可以增強他們的寫作興趣,找到適合的寫作內(nèi)容,同時可以幫助他們在寫作過程中進行選材立意和謀篇布局。
[Abstract]:Writing ability is the most concentrated embodiment of Chinese ability. "Writing is an important way to express and communicate by using language and characters, and writing ability is a comprehensive embodiment of Chinese accomplishment," pointed out in the Standard of Chinese Curriculum for Full-time compulsory Education. Therefore, improving students' writing ability is an important task of Chinese education. Through literature reading and a semester of educational practice and investigation, the author finds that there are many problems in the writing of junior high school students, such as the confusion of writing, the confusion of logical thinking, and so on. In the introduction and guidance of the tutor, the author found that thinking map, a graphic thinking tool, can be used to help junior high school students solve these problems. This paper, guided by the theory of thinking map, comprehensively uses the methods of literature analysis, investigation, comparison and so on, to discuss how to apply the thinking map to the teaching of junior high school writing. The full text is divided into four parts: the introduction describes the origin of the study, the status quo, research content and research ideas and methods, and discusses the necessity of writing teaching research by stylistic mapping. The first chapter is the theory of thinking map and its significance to junior high school writing teaching. This chapter systematically expounds the thinking map theory, and examines the thinking problems existing in junior high school students' writing from the perspective of thinking map theory, and then discusses the significance of applying the thinking map to junior high school writing teaching. The second chapter is the application strategy of thinking map in the teaching of narrative writing in junior high school. According to the writing process of narrative, this chapter discusses in detail how to use mind-mapping to help students learn how to review, decide, choose materials and find the layout of narrative. The third chapter: the application strategy of thinking map in the teaching of argumentative writing in junior high school. According to how to make argumentative argument clear and profound, this chapter discusses the problem of how to use thinking map to assist students to write argumentative essay. Chapter four: analysis and conclusion of teaching practice. In this chapter, the teaching of narrative and argumentative paper is tested separately, and the effect of the experiment is analyzed and introspected. Through the analysis and reflection on the effect of teaching practice, the author thinks that the thinking mapping tool can play a significant role in promoting junior high school students to write good narration and argumentation. Students can enhance their interest in writing, find suitable writing content, and help them in the process of writing material selection and text layout.
【學位授予單位】：西華師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.34

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