本文選題：高中生 + 作文　； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：標(biāo)點(diǎn)符號(hào)是輔助書(shū)面語(yǔ)表達(dá)的重要工具。本文以高中一年級(jí)學(xué)生作為研究對(duì)象,搜集并整理三百份高一學(xué)生的參賽作文作為語(yǔ)料,語(yǔ)料總字?jǐn)?shù)約23.9萬(wàn)字,其中標(biāo)點(diǎn)符號(hào)約2.85萬(wàn)個(gè),分析作文中標(biāo)點(diǎn)符號(hào)功能使用的情況。另外,我們還對(duì)八十名高一學(xué)生開(kāi)展了問(wèn)卷調(diào)查,與八位高中語(yǔ)文老師進(jìn)行了口頭交流,探討高中生作文中標(biāo)點(diǎn)符號(hào)功能使用錯(cuò)誤的原因。第二章對(duì)高中一年級(jí)的學(xué)生作文中標(biāo)點(diǎn)符號(hào)功能使用的情況進(jìn)行了統(tǒng)計(jì)分析,歸納并總結(jié)了高中生使用較頻繁的十類標(biāo)點(diǎn)符號(hào)的特征：第一,標(biāo)點(diǎn)符號(hào)使用種類集中,逗號(hào)和句號(hào)是高中生最常使用的兩類標(biāo)點(diǎn)符號(hào)；第二,標(biāo)點(diǎn)符號(hào)功能使用錯(cuò)誤面較廣,但錯(cuò)誤率總體不高；第三,誤代最常出現(xiàn),其次是遺漏,最后是誤加；第四,容易混淆部分功能交叉的標(biāo)點(diǎn)符號(hào),如逗號(hào)和分號(hào)等。第三章從誤代、遺漏和誤加這三種錯(cuò)誤類型入手,對(duì)高中生作文常用的七類點(diǎn)號(hào)進(jìn)行錯(cuò)誤實(shí)例描寫(xiě)分析,呈現(xiàn)了點(diǎn)號(hào)各種錯(cuò)誤的語(yǔ)境及表現(xiàn)方式,發(fā)現(xiàn)了更多的特征：逗號(hào)的錯(cuò)誤類型最多、最復(fù)雜,逗號(hào)、句號(hào)和分號(hào)是最容易相互誤代的三類點(diǎn)號(hào)；主謂語(yǔ)較長(zhǎng)的單句以及結(jié)構(gòu)復(fù)雜的復(fù)句容易出現(xiàn)點(diǎn)號(hào)的誤代、遺漏和誤加等。第四章結(jié)合作文中的錯(cuò)誤例句,從誤代、遺漏和誤加的角度對(duì)高中生使用率較高的三類標(biāo)號(hào)進(jìn)行分析,進(jìn)一步對(duì)高中生使用標(biāo)點(diǎn)符號(hào)的規(guī)律進(jìn)行總結(jié)：標(biāo)號(hào)的遺漏率和誤加率高于誤代率；在行末和段末容易出現(xiàn)標(biāo)號(hào)的遺漏；語(yǔ)氣詞后面,容易誤代標(biāo)號(hào)；擬聲詞后面容易出現(xiàn)標(biāo)號(hào)的遺漏。第五章首先分析導(dǎo)致高中生作文標(biāo)點(diǎn)符號(hào)功能使用錯(cuò)誤的原因,包括內(nèi)部原因和外部原因兩個(gè)方面。再根據(jù)原因,探求可行的教學(xué)策略,包括課程設(shè)計(jì)、課程實(shí)施和課程評(píng)價(jià)三個(gè)方面。第六章總結(jié)本文的創(chuàng)新點(diǎn)和未來(lái)的工作。
[Abstract]:Punctuation mark is an important tool to assist written language expression. This article takes the senior middle school first grade students as the research object, collects and arranges three hundred high school students' entries as the corpus, the total number of words is about 239000 words, of which the punctuation mark is about 28,500, analyzes the use of the punctuation mark function in the composition. In addition, we also conducted a questionnaire survey with 80 senior high school students and conducted oral communication with eight senior high school Chinese teachers to explore the reasons for the wrong use of punctuation marks in high school students' compositions. The second chapter makes a statistical analysis on the use of punctuation marks in senior high school students' compositions, and summarizes the characteristics of ten kinds of punctuation marks frequently used by high school students: first, the use of punctuation marks is concentrated. Commas and periods are the two most commonly used punctuation marks in high school students. Second, the punctuation function is widely used, but the error rate is not high in general. It is easy to confuse punctuation marks, such as commas and semicolons. The third chapter begins with three types of errors, namely, wrong generation, omission and wrong addition, and analyzes the seven kinds of points commonly used in high school students' compositions, and presents the context and expression of these errors. More features have been found: commas are the most frequently typed and complex, commas, periods and semicolons are the three most likely to misrepresent each other, long main predicate sentences and complex complex sentences are prone to point misinterpretation. Omissions and errors, etc. The fourth chapter analyzes the three categories of high school students' usage rate of high school students from the perspective of false generation, omission and false addition, combined with the error examples in the composition. The rules of using punctuation mark in senior high school students are summarized further: the omission rate and false addition rate of label are higher than that of false generation; the omission of label is easy to occur at the end of line and the end of paragraph; Omissions are easy to appear after onomatopoeia. The fifth chapter first analyzes the causes of high school students' writing punctuation function error, including internal reasons and external reasons. According to the reasons, the author explores the feasible teaching strategies, including curriculum design, curriculum implementation and curriculum evaluation. The sixth chapter summarizes the innovation and future work of this paper.
【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)】：G633.3

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