本文選題：小學生 + 習作　； 參考：《西南大學》2015年碩士論文

【摘要】：小學階段的中高年級,是培養(yǎng)學生基本寫作能力的關鍵時期,此時的寫作能力可能會影響他們未來的寫作水平和人生發(fā)展。但目前小學生的整體習作水平不盡如人意,主要原因是小學生普遍存在“無話可說”、“無事可寫”和“無情可抒”的現(xiàn)象。究其根源,我們不妨認為這是沒有解決好“寫什么”的問題造成的。本文依托言語生成理論、信息加工理論和三維作文心理模型,立足于《義務教育語文課程標準》(2011版)以及學生實際情況,分析小學生習作內(nèi)容生成存在的主要問題,并對其進行歸因分析,試圖從中探索出促進小學生習作內(nèi)容生成的教學策略。從結構安排上,本文分五章展開闡述：第一章緒論。首先,提出本研究的緣起,并對核心概念進行界定；其次,從期刊和專著兩個方面對習作內(nèi)容生成的研究現(xiàn)狀進行文獻綜述；最后,闡述本文的研究價值、研究思路以及研究方法。第二章主要闡述小學生習作內(nèi)容生成的理論依據(jù)。首先,從言語生成理論出發(fā),分析小學生習作內(nèi)容生成是一個言語生成的過程；其次,以信息加工理論為支撐,闡述小學生習作內(nèi)容生成是一個動態(tài)的過程,并呈現(xiàn)出螺旋往復訓練的態(tài)勢；最后,根據(jù)何克抗等人的三維作文心理模型,闡述小學生習作內(nèi)容生成不僅要注重思維對其重要作用,還要考慮知識、能力、情操三方面的內(nèi)容。第三章主要闡述小學生習作內(nèi)容生成存在的主要問題及歸因。第一,根據(jù)問卷調(diào)查結果及訪談情況,分析當前小學生習作內(nèi)容生成存在的主要問題；第二,對小學生習作內(nèi)容生成現(xiàn)存問題進行歸因分析,主要包括兩個方面的原因：學生自身方面的原因和教師方面的原因。第四章主要闡述小學生習作內(nèi)容生成的要素。一是生活積累——習作內(nèi)容生成的源泉；二是寫作知識——習作內(nèi)容生成的基礎；三是圖式——習作內(nèi)容生成的主要表現(xiàn)形式。第五章主要闡述小學生習作內(nèi)容生成的教學策略。首先,闡述小學生習作內(nèi)容生成的教學原則；其次,通過豐富學生的生活經(jīng)驗,生成習作內(nèi)容；再次,通過讀寫結合,生成習作內(nèi)容；最后,基于交際語境寫作,生成習作內(nèi)容。結語部分,筆者對本研究作一個概括性的總結,同時誠懇指出本研究存在的不足。
[Abstract]:The middle and senior grade in primary school is the key period to develop students' basic writing ability, which may affect their writing level and life development in the future. But at present, the whole writing level of primary school students is not satisfactory, the main reason is that the pupils generally have "nothing to say", "nothing to write" and "ruthless to express" phenomenon. At its root, we might as well think that this is not a good solution to the problem of what to write. Based on the speech generation theory, information processing theory and three dimensional composition psychological model, based on the "compulsory Education Chinese Curriculum Standard" (2011) and the actual situation of students, this paper analyzes the main problems existing in the content generation of primary school students' exercises. By analyzing its attribution, the author tries to explore the teaching strategies to promote the content generation of primary school students' exercises. From the structure arrangement, this paper is divided into five chapters: the first chapter is introduction. First of all, the origin of this study, and define the core concepts; secondly, from the journal and monographs of two aspects of the content of the study of literature review; finally, elaborated the research value of this paper, Research ideas and methods. The second chapter mainly expounds the theoretical basis of the content generation of primary school students' exercises. First of all, based on the theory of speech generation, the paper analyzes that the content generation of primary school students' exercises is a process of speech generation; secondly, based on the theory of information processing, it explains that the content generation of primary school students' exercises is a dynamic process. Finally, according to the three-dimensional composition psychological model of Ho Kekang and others, it is expounded that the content generation of primary school students' exercises should not only pay attention to the important role of thinking, but also consider knowledge and ability. The content of three aspects of sentiment. The third chapter mainly expounds the main problems and attribution of the content generation of primary school students' exercises. First, according to the results of the questionnaire survey and interviews, the main problems existing in the content generation of primary school students' exercises are analyzed. Secondly, the attribution analysis of the existing problems in the content generation of primary school students' exercises is carried out. It mainly includes two reasons: the students themselves and the teachers. The fourth chapter mainly expounds the elements of the content generation of primary school students' exercises. One is the life accumulation-the source of the content generation of the exercises, the other is the basis of the content generation of the writing knowledge-exercises, and the third is the main expression form of the content generation of the schema-exercise works. The fifth chapter mainly elaborates the primary school student exercises content generation teaching strategy. First of all, it expounds the teaching principles of the content generation of primary school students' exercises; secondly, through enriching the students' life experience, it generates the content of the exercises; thirdly, through the combination of reading and writing, it generates the content of the exercises; finally, based on the communicative context of writing, Generate exercise content. In conclusion, the author makes a general summary of this study and sincerely points out the shortcomings of this study.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.24

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本文編號：1859026