【摘要】：寫作是語言表達(dá)與運(yùn)用的重要方式,是人們認(rèn)識(shí)世界、認(rèn)識(shí)自我,進(jìn)行創(chuàng)造性表達(dá)的重要過程。寫作能力不僅是學(xué)生語文素養(yǎng)的綜合體現(xiàn),同時(shí)也是語文素養(yǎng)整合與優(yōu)化的重要手段。初中語文新課程標(biāo)準(zhǔn)中對寫作也從多維度提出了相應(yīng)的要求。但當(dāng)前學(xué)生的作文現(xiàn)狀不容樂觀。因此,如何提高作文教學(xué)的時(shí)效性,是我們亟待解決的問題。“讀書破萬卷,下筆如有神”,讀寫結(jié)合是語文作文教學(xué)中一條不可忽視的規(guī)律。本文將基于讀寫結(jié)合理論分析對初中作文教學(xué)展開研究,最終實(shí)現(xiàn)學(xué)生作文水平的提高。本研究從讀寫結(jié)合理論分析出發(fā),通過對目前初中作文教學(xué)中讀寫結(jié)合的教學(xué)情況進(jìn)行調(diào)查研究,圍繞讀寫結(jié)合的初中教學(xué)存在問題分析原因,其次從閱讀與寫作之間的有機(jī)聯(lián)系入手,針對當(dāng)前問題提出建議。最后,在此基礎(chǔ)之上,對成功進(jìn)行有效結(jié)合的進(jìn)行深度思考,提出見解。以上研究內(nèi)容具體分為五部分呈現(xiàn)在論文中。第一,本文第一部分為緒論。具體說明本研究的主客觀原因,表明研究的目的及意義,對研究的思路與方法進(jìn)行梳理。運(yùn)用文獻(xiàn)研究法對前人已有的研究成果進(jìn)行整理歸類,從中汲取營養(yǎng)。第二,本文第二部分為相干概念界定和理念基礎(chǔ)的闡述。對閱讀、寫作、寫作教學(xué)、讀寫結(jié)合進(jìn)行了界定。并從心理學(xué)理論、教育學(xué)理論、現(xiàn)代寫作學(xué)理論三個(gè)方面對讀寫結(jié)合的理論基礎(chǔ)依據(jù)進(jìn)行了說明。第三,本文第三部分為初中語文讀寫結(jié)合現(xiàn)狀分析及其成因探究。第一,對初中語文讀寫結(jié)合現(xiàn)狀調(diào)查設(shè)計(jì)及過程進(jìn)行闡述。本研究以廣西北海市某中學(xué)為例,采用隨機(jī)抽樣抽取初中三個(gè)年級部分學(xué)生進(jìn)行調(diào)查。編制出《初中語文讀寫結(jié)合現(xiàn)狀調(diào)查》問卷及教師訪談提綱,以期獲取當(dāng)前學(xué)生讀寫情況以及讀寫結(jié)合教學(xué)現(xiàn)狀。第二,對調(diào)查結(jié)果進(jìn)行分析,發(fā)現(xiàn)當(dāng)前讀寫結(jié)合中的問題。第三,對初中語文讀寫結(jié)合現(xiàn)狀成因進(jìn)行分析。第四,本文的第四部分為實(shí)現(xiàn)讀寫結(jié)合的初中語文作文教學(xué)策略分析。筆者根據(jù)基于當(dāng)前現(xiàn)狀的分析對實(shí)現(xiàn)讀寫結(jié)合的作文教學(xué)提出了相應(yīng)建議。筆者認(rèn)為,可以從思想感情、行為習(xí)慣、教學(xué)方法三個(gè)方面入手。第一,通過閱讀激活學(xué)生的創(chuàng)作欲望,使學(xué)生能愛寫愛讀。第二,分析閱讀,讓學(xué)生在閱讀中獲得寫作技巧,熟練運(yùn)用寫作技巧。第三,利用閱讀,為學(xué)生提供多樣的寫作訓(xùn)練,使學(xué)生勤于寫作。第五,本文的第五部分為基于讀寫結(jié)合理論分析的深度思考。對讀寫結(jié)合的作文教學(xué)中教師的自我定位以及針對年級出現(xiàn)的差異化進(jìn)行作文教學(xué)的綜合設(shè)計(jì)兩方面進(jìn)行思考,提出相應(yīng)的建議。
[Abstract]:Writing is an important way of language expression and application. It is an important process of people's understanding of the world, self-knowledge and creative expression. Writing ability is not only a comprehensive embodiment of students' Chinese literacy, but also an important means to integrate and optimize Chinese literacy. The new curriculum standards of junior middle school Chinese also put forward the corresponding requirements for writing from many dimensions. But the present situation of students' composition is not optimistic. Therefore, how to improve the timeliness of composition teaching is an urgent problem to be solved. "read enough books, can write good articles", the combination of reading and writing is a law that can not be ignored in the teaching of Chinese composition. This paper studies the composition teaching of junior high school based on reading-writing theory analysis, and finally realizes the improvement of students' composition level. This research starts from the theoretical analysis of the combination of reading and writing, through the investigation and research on the teaching situation of the combination of reading and writing in the composition teaching of junior high school, and analyzes the reasons for the problems existing in the teaching of the combination of reading and writing in junior high school. Secondly, starting with the organic relationship between reading and writing, this paper puts forward some suggestions for the current problems. Finally, on this basis, the successful effective combination of in-depth thinking, put forward ideas. The above-mentioned research contents are divided into five parts, which are presented in the paper. First, the first part of this paper is the introduction. Explain the subjective and objective reasons of this study, show the purpose and significance of the study, and sort out the ideas and methods of the research. Literature research method is used to sort out and classify the previous research results and draw nutrition from them. Second, the second part of this paper is the definition of the concept of coherence and the rationale of the elaboration. The combination of reading, writing teaching and reading and writing is defined. The theoretical basis of the combination of reading and writing is explained from three aspects: psychology theory, pedagogy theory and modern writing theory. Third, the third part of this paper is the analysis of the current situation of reading and writing in junior middle school and its cause of formation. The first, the junior middle school Chinese reading and writing situation investigation design and the process to carry on the elaboration. In this study, a middle school in Beihai City, Guangxi, was taken as an example, and some students in three grades of junior high school were selected randomly. In order to obtain the current situation of students' reading and writing and the present situation of reading and writing teaching, the questionnaire and teacher interview outline are compiled in order to obtain the current situation of students' reading and writing and the present situation of reading and writing teaching. Second, the analysis of the survey results, found the current problems in the combination of reading and writing. Third, the junior high school Chinese reading and writing combined with the status quo of the cause of analysis. Fourth, the fourth part of this paper is to realize the combination of reading and writing junior middle school Chinese composition teaching strategy analysis. Based on the analysis of the present situation, the author puts forward some suggestions for the composition teaching of the combination of reading and writing. In the author's opinion, we can start with three aspects: thoughts and feelings, behavior habits and teaching methods. First, through reading to activate students' creative desire, so that students can love to write and read. Second, the analysis of reading, so that students in reading to acquire writing skills, skillful use of writing skills. Third, the use of reading, to provide students with a variety of writing training, so that students are diligent in writing. Fifth, the fifth part of this paper is based on the combination of reading and writing theoretical analysis of in-depth thinking. The self-orientation of teachers in composition teaching combined with reading and writing and the comprehensive design of composition teaching according to the differentiation of grade are considered and the corresponding suggestions are put forward.
【學(xué)位授予單位】：廣西師范大學(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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