本文選題：高中 + 語文作文　； 參考：《福建師范大學(xué)》2015年碩士論文

【摘要】：目前高中語文教材提供的大多是寫作修改的陳述性知識,而缺乏相關(guān)的程序性知識,而且在寫作修改訓(xùn)練中教師給學(xué)生提供的多是“修改指令”,而缺少具體的操作措施。這就使得學(xué)生在作文修改時常常出現(xiàn)“不知道怎么改”的狀況。由此可見,教師應(yīng)注重加強(qiáng)修改程序性知識的指導(dǎo)與運用,本文對高中生寫作修改能力培養(yǎng)策略這一程序性知識進(jìn)行研究,重點體現(xiàn)為課堂上注重對例文的評析,這不僅能優(yōu)化學(xué)生修改策略,落實程序性知識的運用,還能檢驗學(xué)生是否有效的應(yīng)用修改知識的同時也能啟發(fā)學(xué)生發(fā)現(xiàn)議論文中可能出現(xiàn)的論點不明確,論據(jù)分析不透徹等問題,并給予他們行之有效的方法,這樣有利于充分發(fā)揮學(xué)生修改作文的自主性,也有利于實現(xiàn)教師主導(dǎo)性與學(xué)生自主性的和諧發(fā)展。
[Abstract]:At present, most senior high school Chinese textbooks provide declarative knowledge of writing revision, but lack of relevant procedural knowledge. Moreover, in writing revision training, teachers provide students with "modification instructions" and lack of specific operational measures. This makes students often do not know how to modify their composition. It can be seen that teachers should pay more attention to the guidance and application of modifying procedural knowledge. This not only can optimize the students' modification strategies and implement the application of procedural knowledge, but also can test whether the students can effectively apply the modified knowledge, and can also enlighten students to find that the arguments that may appear in the argumentation are not clear. The argument analysis is not thorough, and gives them effective methods, which is helpful to give full play to the autonomy of students' composition revision, and to realize the harmonious development of teachers' leading and students' autonomy.
【學(xué)位授予單位】：福建師范大學(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：1973273