本文關(guān)鍵詞：“體驗(yàn)”激活作文教學(xué)—初中體驗(yàn)式作文教學(xué)實(shí)施策略探究　出處：《內(nèi)蒙古師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：寫作教學(xué)是中學(xué)語(yǔ)文教學(xué)的半壁江山,廣大的一線語(yǔ)文教師及專家學(xué)者都投注了大量的時(shí)間和精力,廣泛地研討、深入地探究。然而,寫作教學(xué)的現(xiàn)狀并不盡如人意,從近些年初中語(yǔ)文教學(xué)的實(shí)際情況看,不少學(xué)生寫作能力差不會(huì)寫作文,大多數(shù)學(xué)生不喜歡寫作文。每到作文課放眼望去盡是抓耳撓腮、鎖著眉頭、咬著筆桿的,學(xué)生不知道能寫什么,該怎么寫,等到下課后收上來(lái)的作文多是東拼西湊的。寫作文成了令大多數(shù)學(xué)生苦不堪言的事,學(xué)生不愿意寫甚至逃避應(yīng)付的情形顯露無(wú)疑。如此的教學(xué)現(xiàn)狀激發(fā)了筆者開(kāi)始關(guān)注和進(jìn)一步研究體驗(yàn)式作文教學(xué)這一全新的作文教學(xué)理念,目的在于將學(xué)生的生活體驗(yàn)、閱讀體驗(yàn)轉(zhuǎn)化為寫作內(nèi)容,并引導(dǎo)學(xué)生將自己獨(dú)特的體驗(yàn)表達(dá)出來(lái)。用“體驗(yàn)”激活作文教學(xué),試圖改變學(xué)生害怕寫作文,苦于寫作文的現(xiàn)象。本文分四個(gè)部分:首先,從學(xué)生和教師兩個(gè)方面入手,分析初中語(yǔ)文課堂寫作教學(xué)的現(xiàn)狀;其次,從理論層面闡述了體驗(yàn)式作文教學(xué)的內(nèi)涵、理論依據(jù)及特點(diǎn);然后,將理論與自己的一線教學(xué)實(shí)踐相結(jié)合,從累積體驗(yàn)和表達(dá)體驗(yàn)兩個(gè)方面,提出更為有效有序地體驗(yàn)式作文教學(xué)的實(shí)施策略;最后,結(jié)合《不一樣的生活》的體驗(yàn)作文教學(xué)案例,筆者簡(jiǎn)要論述體驗(yàn)式作文教學(xué)組織實(shí)施的具體教學(xué)過(guò)程,試圖構(gòu)建一種具體有效的體驗(yàn)式作文的課堂教學(xué)實(shí)施程序。
[Abstract]:Writing teaching is half of the middle school Chinese teaching, the vast number of first-line Chinese teachers and experts and scholars have invested a lot of time and energy, extensive research, in-depth exploration. The current situation of writing teaching is not satisfactory. From the actual situation of junior high school Chinese teaching in recent years, many students can not write composition with poor writing ability. Most students don't like to write composition. Every writing class is full of scratching the cheek, frowning, biting pen, students do not know what to write, how to write. Most of the essays collected after class were pieced together. Writing them became a painful task for most students. There is no doubt that students are unwilling to write or even avoid coping. Such a teaching situation has inspired the author to pay more attention to and further study the new teaching concept of experiential composition teaching. The purpose is to transform students' life experience and reading experience into writing content, and to guide students to express their own unique experience. The purpose is to activate composition teaching with "experience" and try to change students' fear of writing composition. This article is divided into four parts: first, from the students and teachers two aspects, analysis of the current situation of junior high school Chinese classroom writing teaching; Secondly, it expounds the connotation, theoretical basis and characteristics of experiential composition teaching from the theoretical level. Then, combining the theory with his first-line teaching practice, from the cumulative experience and expression experience, put forward a more effective and orderly experiential composition teaching implementation strategy; Finally, combined with the experience composition teaching case of "different Life", the author briefly discusses the specific teaching process of experiential composition teaching organization. This paper attempts to construct a concrete and effective classroom teaching procedure of experiential composition.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.34

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本文編號(hào)：1391152