本文選題：技師學(xué)院　切入點：應(yīng)用寫作　出處：《重慶師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：在當(dāng)今信息化程度越來越高的社會里，寫作能力作為人際往來的重要溝通技能，逐漸受到人們的重視，成為人們職業(yè)生涯中的一項重要的能力，也成為企業(yè)衡量從業(yè)人員綜合素質(zhì)高低的一條重要標(biāo)準(zhǔn)。應(yīng)用寫作課程作為一門公共基礎(chǔ)課程，在技師學(xué)院普遍開設(shè)，但其教學(xué)效果卻不太理想。 本文采用訪談法、問卷調(diào)查法、個案研究法，通過對重慶化醫(yī)技師學(xué)院應(yīng)用寫作課堂教學(xué)的觀察，對教師的訪談及對學(xué)生的問卷調(diào)查，發(fā)現(xiàn)技師學(xué)院應(yīng)用寫作教學(xué)當(dāng)前存在的問題：教師進行課堂教學(xué)設(shè)計時沒有重點關(guān)注學(xué)情分析，教師不是從促進學(xué)生學(xué)習(xí)的角度來設(shè)計教學(xué)。 本文從學(xué)生學(xué)習(xí)的視角研究了應(yīng)用寫作教學(xué)設(shè)計的教學(xué)原則：1、采用科學(xué)的方法進行學(xué)情分析；2、教學(xué)目標(biāo)和內(nèi)容設(shè)計的可接受性原則；3、符合學(xué)生心理認知規(guī)律的原則；4、應(yīng)使教師教學(xué)設(shè)計能最大限度促進學(xué)生的學(xué)習(xí)。本文還從學(xué)生學(xué)習(xí)的視角研究了教學(xué)程序（分析階段、決策階段、評價階段），提出以服務(wù)專業(yè)為宗旨，注重學(xué)習(xí)者社會生存及發(fā)展能力的教學(xué)目標(biāo)設(shè)計；以學(xué)生學(xué)情為中心，趨向特色化教學(xué)的教學(xué)策略設(shè)計；以人為本，提倡多種形式的變化的教學(xué)評價設(shè)計。 本文還采用行動研究法，通過對自己的教學(xué)實例的分析評價，從應(yīng)用寫作的理論知識教學(xué)、事務(wù)文書教學(xué)、專業(yè)文書教學(xué)三方面，實踐探討了技師學(xué)院的應(yīng)用寫作教學(xué)設(shè)計。試圖尋找一條能夠結(jié)合技師學(xué)院學(xué)生學(xué)情，提高學(xué)生學(xué)習(xí)興趣，促進學(xué)生應(yīng)用寫作學(xué)習(xí)，，提高寫作能力的有效途徑。 本研究結(jié)論如下： 1、技師學(xué)院應(yīng)用寫作教學(xué)設(shè)計應(yīng)重視學(xué)生的學(xué)情分析。 2、教師在進行應(yīng)用寫作教學(xué)設(shè)計時，應(yīng)采用科學(xué)的方法對學(xué)生進行學(xué)情分析，而不是僅靠經(jīng)驗推斷。 3、教學(xué)設(shè)計中的教學(xué)目標(biāo)、教學(xué)策略應(yīng)該是根據(jù)學(xué)情分析來制定和選擇。
[Abstract]:In today's society with more and more information level, writing ability, as an important communication skill in interpersonal communication, has gradually been attached importance to by people, and has become an important ability in people's career. As a public basic course, applied writing course is generally offered in technician college, but its teaching effect is not ideal. This paper adopts interview method, questionnaire survey method, case study method, through the observation of applied writing classroom teaching of Chongqing Chemical Medical technician College, interviews to teachers and questionnaire survey to students. It is found that there are some problems in the teaching of applied writing in technician college: teachers do not pay attention to the analysis of learning situation when designing classroom teaching, and teachers do not design teaching from the angle of promoting students' learning. From the perspective of students' study, this paper studies the teaching principle of applied writing teaching design:: 1, adopts scientific methods to analyze the situation of learning and the acceptability principle of teaching goal and content design, which accords with the psychological cognitive law of students. In principle 4, teachers' teaching design should be designed to promote students' learning to the maximum extent. This paper also studies the teaching process from the perspective of students' learning. In the stage of decision-making and evaluation, the author puts forward the teaching goal design, which takes service specialty as the aim, pays attention to the learners' social survival and development ability, takes the students' learning situation as the center and tends to the special teaching strategy design, and puts forward the people-oriented teaching strategy design. Teaching evaluation design that advocates variety of forms of change. This article also adopts the action research method, through the analysis and the appraisal to own teaching example, from the application writing theory knowledge teaching, the affairs paper teaching, the specialized document teaching three aspects, This paper probes into the teaching design of applied writing in technician college and tries to find an effective way to combine students' learning situation, improve students' interest in learning, promote students' learning of applied writing and improve their writing ability. The conclusions of this study are as follows:. 1. The teaching design of applied writing in technician college should pay attention to the analysis of students' learning situation. 2. Teachers should use scientific methods to analyze students' learning situation when designing the teaching of applied writing, instead of inferring by experience only. 3. The teaching goal and strategy in teaching design should be made and selected according to the analysis of learning situation.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H152.3-4;G712.4

【參考文獻】

相關(guān)期刊論文 前10條

1 吳曉蓉;應(yīng)用寫作教學(xué)方法論新探[J];重慶工學(xué)院學(xué)報;2003年04期

2 張聰敏;;例析項目教學(xué)法在應(yīng)用寫作中的應(yīng)用[J];福建商業(yè)高等�？茖W(xué)校學(xué)報;2009年02期

3 劉瓊秀;;參與式方法在應(yīng)用寫作教學(xué)中的運用研究[J];廣西民族大學(xué)學(xué)報(哲學(xué)社會科學(xué)版);2009年03期

4 王翠榮;關(guān)于高校應(yīng)用寫作教學(xué)改革的幾點建議[J];黑龍江高教研究;2003年06期

5 溫梅;王瑞云;;基于高職應(yīng)用寫作的拋錨式教學(xué)模式研究[J];河北科技師范學(xué)院學(xué)報(社會科學(xué)版);2005年04期

6 譚伯勛;劉瓊秀;;任務(wù)驅(qū)動教學(xué)法——應(yīng)用寫作教學(xué)改革新思路[J];廣西經(jīng)濟管理干部學(xué)院學(xué)報;2009年02期

7 蔣英;高職院校應(yīng)用寫作教學(xué)體系的反思與構(gòu)建[J];職業(yè)教育研究;2005年03期

8 何潔,徐莉;情境教學(xué)在應(yīng)用寫作課中的運用[J];教育理論與實踐;2005年14期

9 王曉鋒;;高職應(yīng)用寫作教學(xué)無效、低效現(xiàn)象的成因與對策[J];遼寧教育行政學(xué)院學(xué)報;2009年02期

10 岳魯;提高高職學(xué)生應(yīng)用寫作能力之我見[J];遼寧高職學(xué)報;2004年01期

相關(guān)博士學(xué)位論文 前1條

1 陳隆升;語文課堂教學(xué)研究[D];上海師范大學(xué);2009年

本文編號：1629084