本文選題：體驗 + 體驗式作文教學(xué)��； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：眾所周知,作文教學(xué)歷來是語文教學(xué)的重點和難點。隨著課程改革的不斷深入,體驗式作文教學(xué)日漸被語文教師重視并采納。一些專家學(xué)者對體驗式作文教學(xué)也進(jìn)行了諸多研究,成果頗豐,但在實踐的層面上操作性不強。本文試圖從中學(xué)體驗式作文教學(xué)的現(xiàn)狀入手,從理論和實踐兩個方面對體驗式作文教學(xué)的資源開發(fā)和實施進(jìn)行探討,以期拋磚引玉。論文分為四個部分。第一部分,是中學(xué)體驗式作文教學(xué)的現(xiàn)狀分析。這一部分分為三節(jié),第一節(jié),通過問卷調(diào)查說明中學(xué)體驗式作文教學(xué)的現(xiàn)狀；第二節(jié),從教師、學(xué)生、課程資源、教育環(huán)境四個方面,分析中學(xué)體驗式作文教學(xué)沒有得到很好重視和落實的原因；第三節(jié),分析了本論文的研究背景和研究現(xiàn)狀,提出了中學(xué)體驗式作文教學(xué)研究的現(xiàn)實意義。第二部分,是中學(xué)體驗式作文教學(xué)的基本闡釋。這一部分分為三節(jié),分別是中學(xué)體驗式作文教學(xué)的內(nèi)涵、基本特征、理論依據(jù)。中學(xué)體驗式作文教學(xué)的內(nèi)涵是：重視學(xué)生的主體地位、重視體驗活動的組織實施、重視學(xué)生的個性化表達(dá)。中學(xué)體驗式作文教學(xué)的基本特征是：重視活動、激發(fā)興趣、讀寫結(jié)合、講究序列、多元評價。中學(xué)體驗式作文教學(xué)的理論依據(jù)是：建構(gòu)主義理論、體驗理論、寫作心理學(xué)理論。第三部分,是中學(xué)體驗式作文教學(xué)的資源開發(fā)。這一部分以課程標(biāo)準(zhǔn)提出的“語文教師應(yīng)高度重視課程資源的開發(fā)”為背景,先提出建立體驗式作文教學(xué)資源庫的設(shè)想；然后從生活體驗、情感體驗、閱讀體驗三個方面,運用大量的活動案例,對體驗式作文教學(xué)的資源進(jìn)行具體的開發(fā),力求為體驗式作文教學(xué)的組織實施提供多樣化的、具有可操作性的“現(xiàn)實腳本”。第四部分,是中學(xué)體驗式作文教學(xué)的實施策略。這一部分分為四節(jié),前三節(jié)是講中學(xué)體驗式作文教學(xué)要做到三點——鼓勵學(xué)生積累體驗、引導(dǎo)學(xué)生表達(dá)體驗、正確評價學(xué)生體驗；第四節(jié)是講中學(xué)體驗式作文教學(xué)在具體實施時要遵循六個步驟——確立活動主題、設(shè)計活動方案、獲得活動體驗、提供交流平臺、評價學(xué)生作文、發(fā)表學(xué)生作文。
[Abstract]:As we all know, composition teaching has always been the key and difficult point of Chinese teaching. With the continuous deepening of the curriculum reform, experiential composition teaching has been paid more and more attention to and adopted by Chinese teachers. Some experts and scholars have carried out a lot of research on experiential composition teaching, and the results are very fruitful, but the practice is not strong. This article tries to learn from the middle school. Starting with the present situation of experiential composition teaching, this paper discusses the resources development and implementation of experiential composition teaching from two aspects of theory and practice. It is divided into four parts. The first part is the analysis of the present situation of experiential composition teaching in middle school. This part is divided into three sections, the first section, through a questionnaire survey to explain the middle school body The second section, from the four aspects of teachers, students, curriculum resources and educational environment, analyzes the reasons that the experiential composition teaching in middle school has not been paid much attention and carried out. The third section analyzes the research background and research status of this thesis, and puts forward the practical significance of the study of the experiential composition teaching in middle school. Second parts. This part is divided into three sections: the connotation, the basic characteristics and the theoretical basis of the experiential composition teaching in middle school. The connotation of the experiential composition teaching in middle school is to attach importance to the subject status of the students, to attach importance to the organization and implementation of the experience activities, to attach importance to the individualized expression of the students. The basic characteristics of composition teaching are: paying attention to activities, arousing interest, combining reading and writing, paying attention to sequence and multi evaluation. The theoretical basis of experiential composition teaching in middle school is constructivism theory, experience theory and writing psychology theory. The third part is the resource development of experiential composition teaching in middle school. This part is put forward by the curriculum standard. Chinese teachers should attach great importance to the development of curriculum resources "as the background, first put forward the idea of establishing an experiential composition teaching resource library, and then from three aspects of life experience, emotional experience and reading experience, and use a large number of activities to develop the resources of experiential composition teaching, and strive to be the group of experiential composition teaching. The fourth part is the implementation strategy of the experiential composition teaching in middle school. This part is divided into four sections. The first three sections are to say that the middle school experience composition teaching should achieve three points - encouraging students to accumulate experience, guiding students to express experience and correctly evaluating student experience; Fourth The festival is to say that the middle school experience composition teaching should follow six steps in the concrete implementation - establish the activity theme, design the activity plan, obtain the activity experience, provide the communication platform, evaluate the students' composition, and publish the students' composition.

【學(xué)位授予單位】：華中師范大學(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：1829225