本文關(guān)鍵詞：支架式教學(xué)在高中作文教學(xué)中的運(yùn)用探究　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：在高中語文教學(xué)中,作文與閱讀是教學(xué)中互不可缺的雙翼�？墒�,長期以來的高中語文教學(xué)實(shí)際卻是重閱讀輕寫作,與精心準(zhǔn)備的閱讀課相比,作文教學(xué)隨意無章法,作文寫作內(nèi)容單調(diào)乏味,評價(jià)方式機(jī)械單一,并且在應(yīng)試教育機(jī)制的驅(qū)使下,教師的作文教學(xué)功利色彩濃厚,學(xué)生的寫作活動(dòng)也是“趕鴨子上架”,作文教學(xué)由此處于尷尬的境地。為擺脫困境,廣大學(xué)者和一線教師積極實(shí)踐,勇于探索,“生活化作文”、“序列化作文”、“讀寫結(jié)合作文”等作文教學(xué)理論相繼出現(xiàn),指導(dǎo)寫作教學(xué),取得不少成果和成效。但是,學(xué)者和一線教師的研究重點(diǎn)多停留在“寫作寫什么”這一寫作內(nèi)容層面,對于“如何寫、怎樣寫”這一具體的寫作實(shí)踐指導(dǎo)卻很少涉及。本文的研究立足于作文教學(xué),引入美國教育心理學(xué)家布魯納提出的“支架式教學(xué)”,來彌補(bǔ)作文教學(xué)中寫作實(shí)踐環(huán)節(jié)的策略指導(dǎo)的空缺,為教師有目的的“教”與學(xué)生有效果的“學(xué)”提供指導(dǎo)思路。作文教學(xué)是一個(gè)復(fù)雜連貫的過程,從出示題目到文章最終成稿,這期間要經(jīng)過“審題—構(gòu)思—行文—評改—升格”等環(huán)節(jié),而且這幾個(gè)部分環(huán)環(huán)相扣,缺一不可。筆者在高中作文教學(xué)的實(shí)習(xí)中,發(fā)現(xiàn)有的老師為了省事,只保留“審題—行文—評改”幾個(gè)環(huán)節(jié),還有的,作文課僅僅是學(xué)生一人的獨(dú)角戲,教師只是檢閱,評個(gè)分?jǐn)?shù)而已。本文通過對高中作文教學(xué)現(xiàn)狀進(jìn)行調(diào)查,分析作文教學(xué)中存在的教學(xué)目標(biāo)隨意、內(nèi)容單調(diào)、評價(jià)單一、寫作成效有量無質(zhì)的現(xiàn)狀原因,將支架式教學(xué)策略與作文教學(xué)的實(shí)際相聯(lián)系,主要從激發(fā)學(xué)生寫作動(dòng)機(jī),指導(dǎo)學(xué)生寫作準(zhǔn)備,精細(xì)加工作文評改三個(gè)方面入手,找出具體可操作的策略。從創(chuàng)設(shè)情境激發(fā)興趣,到教師指導(dǎo)列提綱、寫下水示范文,再到全方位精細(xì)修改的寫作環(huán)節(jié),一步步的指導(dǎo)策略明晰展開,高效指導(dǎo)高中作文的“教”與“學(xué)”。在支架式教學(xué)的指導(dǎo)下,學(xué)生通過完成具體、明確的支架任務(wù)來獲取自己作文素材的第一手資料,學(xué)習(xí)修改、評改自己的作文,最終定稿。在支架作文教學(xué)過程中,教師和學(xué)生充分參與,合作互助,實(shí)現(xiàn)教與學(xué)的有效互動(dòng),最終能讓教師有法可教,學(xué)生學(xué)有所獲,一舉兩得。
[Abstract]:In high school Chinese teaching, composition and reading are two indispensable wings in teaching. However, for a long time, the teaching of Chinese in senior high school actually emphasizes reading rather than writing, compared with the carefully prepared reading course. The composition teaching is random and unstructured, the composition writing content is monotonous, the evaluation method is single, and in the exam-oriented education mechanism, the teacher's composition teaching has a strong utilitarian color. The students' writing activities are also "driving ducks to the shelves", so composition teaching is in an awkward situation. In order to get rid of the predicament, the vast number of scholars and teachers actively practice, dare to explore, "life composition". "serialization composition", "reading and writing combined composition" and other composition teaching theories have emerged one after another, guiding writing teaching, and achieved a lot of results and results. Scholars and front-line teachers mostly focus on the writing content of "what to write", as to how to write. How to write "this specific writing practice guidance is seldom involved." the research in this paper is based on composition teaching, and introduces the "scaffolding teaching" put forward by American educational psychologist Bruner. It is a complicated and coherent process to make up for the lack of strategy guidance in writing practice in composition teaching and to provide guidance ideas for teachers' purposeful "teaching" and students' effective "learning". From the presentation of the title to the final draft of the article, this period must go through the "review of the problem-conception, text, evaluation-upgrade" and so on, and these parts are linked to each other, one of the indispensable. The author in senior high school composition teaching practice. Found that some teachers in order to save trouble, only retain "review of the problem-the text-evaluation" several links, there is, the composition class is only a student's monologue, the teacher is only review. By investigating the present situation of composition teaching in senior high school, this paper analyzes the reasons why the teaching goal is random, the content is monotonous, the evaluation is single, and the writing effect has no quantity or quality. Connecting the scaffolding teaching strategy with the reality of composition teaching, it mainly starts from three aspects: arousing students' writing motivation, guiding students' writing preparation, and meticulously processing composition evaluation and correction. Find out the specific operational strategies. From creating situations to stimulate interest, teachers guide outline, write water demonstration text, and then to the all-directional and precise revision of the writing link, step by step guidance strategy clear development. Under the guidance of scaffolding teaching, students can obtain first-hand materials of their composition materials and learn to modify them by completing specific and definite scaffolding tasks. In the process of composition teaching, teachers and students participate fully, cooperate with each other, realize the effective interaction between teaching and learning, and finally make teachers have the method to teach, students learn something. Kill two birds with one stone.
【學(xué)位授予單位】：華中師范大學(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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相關(guān)期刊論文 前1條

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本文編號(hào)：1430690