本文選題：高中 + 議論文寫作��； 參考：《閩南師范大學(xué)》2015年碩士論文

【摘要】：當(dāng)下,高中議論文教學(xué)處于一種比較尷尬的境地:一方面,社會(huì)各界越來(lái)越重視作文,特別是議論文寫作更受追捧,高考作文分值一再追加,各種議論文寫作研究不絕于耳;另一方面,“作文難”、“議論文寫作興趣低”的現(xiàn)象比比皆是。議論文對(duì)于大部分高中學(xué)生而言就像是一塊“雞肋”,難以下咽棄之又可惜。基于這種境況,筆者以班杜拉的觀察學(xué)習(xí)理論為依據(jù),尋求心理學(xué)支持下的議論文寫作教學(xué)。觀察理論又叫“榜樣理論”,指?jìng)�(gè)體通過(guò)觀察他人的行為及其強(qiáng)化結(jié)果而習(xí)得某種新的反應(yīng),或校正他已經(jīng)具有的某種行為反應(yīng)特征。這種間接經(jīng)驗(yàn)的學(xué)習(xí)理論跟傳統(tǒng)的模仿有基礎(chǔ)性的相似之處,但相較起來(lái)前者更為復(fù)雜。因?yàn)樗且粋�(gè)連續(xù)的認(rèn)知過(guò)程,包括注意過(guò)程、保持過(guò)程、生成過(guò)程、動(dòng)機(jī)過(guò)程四個(gè)階段,每個(gè)階段都有各自的特點(diǎn)和要求,四個(gè)階段共同作用,才構(gòu)成一個(gè)完整的觀察學(xué)習(xí)過(guò)程。觀察學(xué)習(xí)理論跟我國(guó)源遠(yuǎn)流長(zhǎng)的仿作有共通之處又有不同的地方,所以筆者以觀察學(xué)習(xí)理論為指導(dǎo),結(jié)合自身的議論文寫作教學(xué)實(shí)踐,探訪“觀察學(xué)習(xí)式”議論文寫作的可行性和操作策略,希望能構(gòu)建一種較為實(shí)用的議論文教學(xué)模式,為高中議論文寫作開辟出一個(gè)相對(duì)寬闊的天地。在本文中,筆者從當(dāng)前的議論文寫作教學(xué)現(xiàn)狀說(shuō)起,引出本研究的具體問(wèn)題和方法,接下來(lái)詳細(xì)介紹觀察學(xué)習(xí)理論的內(nèi)涵和四個(gè)階段、觀察學(xué)習(xí)和其他學(xué)習(xí)的關(guān)系、觀察學(xué)習(xí)在議論文寫作中的應(yīng)用依據(jù)。然后重點(diǎn)闡釋觀察學(xué)習(xí)的四個(gè)過(guò)程中作文能力的培養(yǎng),以“議論文并列式結(jié)構(gòu)”為例展示案例實(shí)施和案例分析。
[Abstract]:At present, the teaching of argumentative papers in senior high school is in an awkward situation: on the one hand, people from all walks of life pay more and more attention to composition, especially argumentative writing is more popular, the score of composition in college entrance examination is added again and again, and the research on argumentative writing is endless; On the other hand, the phenomenon of "difficult composition" and "low interest in argumentative writing" abounds. Argumentation is like a chicken rib for most high school students. Based on Bandura's theory of observational learning, the author seeks the teaching of argumentative writing supported by psychology. The theory of observation is also called "model theory", which refers to the individual acquires some new reaction by observing the behavior of others and its reinforcing results, or corrects the characteristic of behavior reaction which he already has. The learning theory of indirect experience is similar to traditional imitation, but the former is more complex. Because it is a continuous cognitive process, including the attention process, the retention process, the generating process, the motivation process, each stage has its own characteristics and requirements, the four stages work together. To constitute a complete observation of the learning process. There are similarities and differences between observational learning theory and our country's long history of imitation, so the author takes observation learning theory as a guide and combines with his own argumentative writing teaching practice. It is hoped that a more practical argumentative teaching mode can be constructed and a relatively wide field for argumentative writing in senior high school can be opened up by visiting the feasibility and operational strategies of argumentative writing of "observation and learning". In this paper, the author starts with the current teaching situation of argumentative writing, leads to the specific problems and methods of this study, and then introduces the connotation and four stages of observation learning theory, and the relationship between observation learning and other learning. The application basis of observation learning in argumentative writing. Then, the paper focuses on the cultivation of writing ability in the four processes of observation and learning, and takes argumentative parallel structure as an example to demonstrate the case implementation and case analysis.
【學(xué)位授予單位】：閩南師范大學(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)：1836268