本文選題：初中　切入點：記敘文　出處：《四川師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：初中階段,是學(xué)生身體和心理逐步成熟的階段,他們的內(nèi)心更加敏感,思想更加深刻,知識更加豐富。在這一階段中進行記敘文寫作訓(xùn)練可以取得更好的效果,然而,反觀現(xiàn)實課堂,學(xué)生的寫作訓(xùn)練基本處于重復(fù)或混亂狀態(tài),為此,特別提出了初中記敘文寫作訓(xùn)練的序列化研究。希望通過這一研究能夠彌補現(xiàn)階段初中記敘文寫作教學(xué)的部分不足,為教學(xué)提供可借鑒的方法,提高作文學(xué)習(xí)效率。該課題以認知發(fā)展主義和建構(gòu)主義為依據(jù),充分考慮學(xué)生的學(xué)習(xí)現(xiàn)狀和發(fā)展規(guī)律,通過查找文獻,歸納總結(jié)等方法從以下幾個方面進行了研究。首先,關(guān)于這一課題的主要研究狀況。目前對記敘文寫作訓(xùn)練的研究主要在文章內(nèi)容、寫作內(nèi)容、寫作方法以及文體、思維、句段篇為主的方面。其次,統(tǒng)觀研究,結(jié)合實際教學(xué)可以發(fā)現(xiàn)目前初中記敘文寫作序列化訓(xùn)練無論是在教師教學(xué)上還是學(xué)生學(xué)習(xí)上都還存在嚴重問題。教學(xué)上文體訓(xùn)練序列化意識薄弱,目標制定序列缺失,寫法指導(dǎo)無序列,測評方式無序列。學(xué)習(xí)上表達方式、技巧無序列,認知、選材序列性弱,自我評價無梯度。這種情況下,本文通過制定目標分解策略,任務(wù)定位策略,過程指導(dǎo)策略和習(xí)作評改策略以及動力注入策略進行探索,提出一些相應(yīng)辦法。但是序列化研究的深度和廣度還有所欠缺,在未來的教學(xué)實踐中還需逐步完善。
[Abstract]:The junior middle school stage is the stage of students' physical and psychological maturity, their inner mind is more sensitive, their thoughts are more profound, and their knowledge is richer. In this stage, the training in narrative writing can achieve better results, however, On the contrary, the students' writing training is in a state of repetition or confusion. In particular, the serialization study of narrative writing training in junior high school is put forward. It is hoped that this study can make up for some deficiencies in the teaching of narrative writing in junior high school at present, and provide some methods for reference to the teaching. Based on cognitive developmentism and constructivism, this topic is studied from the following aspects: the present situation of students' study and the law of their development, through the search of literature, the induction and summary of literature, and so on. At present, the research on the training of narrative writing is mainly focused on the content of the article, the content of writing, the writing method, the style, thinking and sentence passage. Combining with the actual teaching, we can find that there are still serious problems in the serialization training of narrative writing in junior high school both in the teaching of teachers and in the study of students. The serialization consciousness of stylistic training in teaching is weak, and the sequence of target formulation is missing. No sequence, no sequence, no sequence in study, no sequence in skill, no sequence in learning, weak sequence in material selection, no gradient in self-evaluation. In this case, this paper formulates a strategy of goal decomposition, a strategy of task orientation, The process guidance strategy, exercise evaluation strategy and power injection strategy are explored, and some corresponding methods are put forward. However, the depth and breadth of serialization research are still lacking and need to be perfected step by step in the future teaching practice.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.34

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本文編號：1593528