【摘要】：“全面提高學(xué)生的語文素養(yǎng)”是《義務(wù)教育語文新課程標(biāo)準(zhǔn)》所提出的課程的基本理念之一。什么是語文素養(yǎng)?在廣大教育工作者及一線語文教師的眼中,一般將之定義為熟練地運(yùn)用祖國語言文字的能力,即識(shí)字寫字的能力、閱讀理解能力、口語交際能力和寫作能力等。其中寫作能力被認(rèn)為是語文綜合素養(yǎng)及綜合能力的表現(xiàn),既能體現(xiàn)學(xué)生運(yùn)用語言文字的能力,也能評(píng)價(jià)學(xué)生認(rèn)知與情感的發(fā)展。正因?yàn)槿绱?一線語文教師都十分重視作文教學(xué),對(duì)此做出許多研究及嘗試,但事實(shí)上作文教學(xué)依然收效甚微。作文教材附屬在語文教材中,編排中體現(xiàn)出雜亂而無序的特征,這給語文教師依照教材進(jìn)行作文指導(dǎo)帶來了難度。寫作教學(xué)內(nèi)容的缺乏,成為了寫作教學(xué)的一大缺陷。除了教材中的不足,教學(xué)時(shí)間的設(shè)置也有不當(dāng)之處。訓(xùn)練內(nèi)容多,訓(xùn)練時(shí)間少,也就意味著訓(xùn)練的強(qiáng)度不夠,寫作教學(xué)達(dá)不到有效的教學(xué)成果。另外傳統(tǒng)的作文教學(xué)沒有相應(yīng)的評(píng)價(jià)系統(tǒng),不能體現(xiàn)年級(jí)與年級(jí)之間的區(qū)別,也不便于教師進(jìn)行操作。正因?yàn)榻滩闹械摹傲?xí)作”無法支撐起一個(gè)有效的作文教學(xué),一線教師都強(qiáng)烈地呼喚一種科學(xué)的、系統(tǒng)的、高效的作文教學(xué)體系,呼喚一場作文教學(xué)的革命。一些有先見的教育工作者就發(fā)現(xiàn)了 “日記”的重要價(jià)值,并以日記為載體進(jìn)行作文教學(xué)的改革。本文是以日記為載體的小學(xué)作文教學(xué)策略的專門研究。論文結(jié)合本人工作的實(shí)際,總結(jié)了筆者多年來在小學(xué)作文教學(xué)改革中的探索與思考。本文共分為四個(gè)部分:第一部分為導(dǎo)論,闡明了本文寫作的緣由、研究的目的和意義、寫作的基本思路和方法,并對(duì)既有研究進(jìn)行了文獻(xiàn)綜述。第二部分是對(duì)當(dāng)前小學(xué)生日記作文教學(xué)現(xiàn)狀的調(diào)查情況。通過對(duì)樣本學(xué)校188位小學(xué)生的問卷調(diào)查和8位小學(xué)一線語文教師的訪談,比較全面真實(shí)地展現(xiàn)了當(dāng)前小學(xué)日記作文教學(xué)的現(xiàn)狀。第三部分是針對(duì)調(diào)查問卷和訪談?dòng)涗浰龅恼{(diào)查統(tǒng)計(jì)與分析。筆者認(rèn)為當(dāng)前日記作文教學(xué)的困境主要表現(xiàn)在日記教學(xué)沒有具體的教學(xué)目標(biāo)和教學(xué)內(nèi)容,教學(xué)中過于隨意;日記教學(xué)的指導(dǎo)方式比較陳舊,忽視學(xué)生的個(gè)性表達(dá);日記的評(píng)改形式固定,無法調(diào)動(dòng)學(xué)生的寫作興趣等方面。第四部分是本文的主體部分,對(duì)如何開展以日記為載體的作文教學(xué)進(jìn)行了探討和思索,提出了自己的教學(xué)策略和教學(xué)建議,主要包括了培養(yǎng)學(xué)生寫作興趣和切實(shí)提高學(xué)生寫作水平的具體方法。
[Abstract]:"improving students' Chinese accomplishment" is one of the basic concepts of the curriculum proposed in the New Curriculum Standard of compulsory Education Chinese. What is Chinese accomplishment? In the eyes of educators and first-line Chinese teachers, it is generally defined as the ability to use the native language skillfully, that is, the ability to read and write, the ability of oral communication and the ability to write. Writing ability is regarded as the expression of Chinese comprehensive accomplishment and comprehensive ability, which can not only reflect students' ability to use language and characters, but also evaluate students' cognitive and emotional development. Because of this, Chinese teachers attach great importance to composition teaching, and make a lot of research and try, but in fact, composition teaching still has little effect. The composition teaching material is attached to the Chinese teaching material, and the arrangement reflects the characteristics of disorder and disorder, which makes it difficult for the Chinese teacher to guide the composition according to the textbook. The lack of writing teaching content has become a major defect in writing teaching. In addition to the lack of teaching materials, teaching time is also inappropriate. More training contents and less training time mean that the intensity of training is not enough and the teaching of writing can not achieve effective teaching results. In addition, the traditional composition teaching has no corresponding evaluation system, which can not reflect the difference between grade and grade, nor is it convenient for teachers to operate. Just because the "exercises" in the textbook can not support an effective composition teaching, the front-line teachers strongly call for a scientific, systematic and efficient composition teaching system, calling for a composition teaching revolution. Some prescient educators have discovered the important value of diaries and carried out the reform of composition teaching with diaries as the carrier. This paper is a special study on the strategies of composition teaching in primary schools with diary as the carrier. Based on the practice of my work, this paper summarizes the author's exploration and thinking in the reform of composition teaching in primary schools for many years. This paper is divided into four parts: the first part is an introduction, which clarifies the reasons, the purpose and significance of the study, the basic ideas and methods of writing, and the literature review of the existing research. The second part is the investigation of the present situation of diary composition teaching of primary school students. Based on a questionnaire survey of 188 primary school students and an interview with 8 first-line Chinese teachers in primary schools, the present situation of diary composition teaching in primary schools is fully and truthfully demonstrated. The third part is the survey statistics and analysis of questionnaire and interview records. The author thinks that the dilemma of diary composition teaching is mainly reflected in the lack of specific teaching objectives and teaching contents, the excessive randomness in teaching, the outmoded guiding mode of diary teaching, and the neglect of students' individual expression. The form of diary evaluation is fixed and can not arouse students' interest in writing. The fourth part is the main part of this paper. It discusses and ponders how to carry out the composition teaching with diary as the carrier, and puts forward its own teaching strategies and teaching suggestions. It mainly includes how to cultivate students' interest in writing and how to improve students' writing level.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.24

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