【摘要】：在語文教學(xué)中,作文教學(xué)歷來都是核心問題和難點(diǎn)問題。自新課改以來,有關(guān)專家學(xué)者雖然一直在探討研究這個(gè)問題,試圖找到一個(gè)能改變“寫作難”的途徑和方法。然而,過多的羈絆和陳舊的教學(xué)理念又限制了作文教學(xué)水平的提升,初中作文教學(xué)改革依然是在困難中前行。 初中議論文寫作教學(xué)作為作文教學(xué)的重要組成部分,對(duì)學(xué)生創(chuàng)新、思辨、認(rèn)識(shí)等思維能力的培養(yǎng)具有重要意義和影響。由于初中議論文寫作教學(xué)相對(duì)于記敘文及其它文體難度較大,寫作能力提升較慢,雖然教師們一直努力并嘗試各種方法,但仍沒有從根本上解決“寫作難”、“議論文寫作更難”的問題。 延吉市是延邊朝鮮族自治州首府,地處吉林省東部,與朝鮮和俄羅斯毗鄰,是全州政治、經(jīng)濟(jì)、文化中心。據(jù)2009年統(tǒng)計(jì),延吉市人口近50萬,其中朝鮮族約占58%。目前延吉市共有5所漢族初中,高年段語文任課教師有27人、學(xué)生2311人。對(duì)延吉市漢族初中高年段議論文寫作教學(xué)研究是一個(gè)重要的課題。通過問卷調(diào)查、對(duì)任課教師的訪談和文獻(xiàn)整理等方法,發(fā)現(xiàn)延吉市漢族初中高年段議論文寫作教學(xué)雖取得了一定的成績,但也存在著對(duì)議論文寫作教學(xué)重視程度不夠、教學(xué)內(nèi)容相對(duì)陳舊、議論文寫作訓(xùn)練模式傳統(tǒng)、評(píng)價(jià)方式單一等問題,影響了議論文寫作教學(xué)水平的提升和學(xué)生對(duì)議論文寫作的興趣。因此對(duì)這些問題的分析是本論文寫作的重點(diǎn)。 同時(shí),根據(jù)調(diào)查結(jié)果,結(jié)合議論文寫作教學(xué)的特點(diǎn),進(jìn)一步探究了存在問題的原因：應(yīng)試教育理念下以記敘文為主的寫作教學(xué)要求使教師和學(xué)生容易忽視議論文的寫作,議論文文體自身的特點(diǎn)、教材選文的結(jié)構(gòu)性因素、傳統(tǒng)議論文寫作訓(xùn)練模式和單一的議論文評(píng)價(jià)方式等都不同程度地影響了議論文寫作教學(xué)水平,使學(xué)生對(duì)議論文寫作存在畏難情緒。 針對(duì)反映出的問題,論文擬從教材、教師、學(xué)生三方面分別提出建議：教材方面,建議調(diào)整選文結(jié)構(gòu)、增加熱點(diǎn)話題、豐富寫作材料；教師方面,要轉(zhuǎn)變對(duì)議論文寫作教學(xué)的認(rèn)識(shí)、創(chuàng)作下水作文激發(fā)學(xué)生的寫作興趣、引導(dǎo)學(xué)生廣泛閱讀豐富寫作內(nèi)容、革新議論文寫作教學(xué)的方法和手段、構(gòu)建新型的議論文寫作訓(xùn)練方式、實(shí)行多元的議論文評(píng)價(jià)方式；學(xué)生方面,建議自覺培養(yǎng)對(duì)議論文寫作的興趣、加強(qiáng)議論文寫作訓(xùn)練、夯實(shí)議論文寫作基本技能、擴(kuò)大課外優(yōu)秀作品的閱讀量。通過以上建議的實(shí)施,以期對(duì)延吉市漢族初中高年段議論文寫作教學(xué)水平的提高提供一定的借鑒和參考。
[Abstract]:In Chinese teaching, composition teaching has always been the core and difficult problem. Since the new curriculum reform, experts and scholars have been exploring this problem, trying to find a way and method to change the "writing difficulty". However, too much fetters and outdated teaching ideas limit the improvement of composition teaching level, and the reform of composition teaching in junior high school is still moving forward in difficulties. As an important part of composition teaching, argumentative writing teaching in junior high school has great significance and influence on the cultivation of students' thinking ability, such as innovation, speculation and cognition. As the teaching of argumentative writing in junior high school is more difficult than narrative writing and other writing styles, the ability of writing is improved slowly. Although teachers have been trying hard and trying various methods, they have not fundamentally solved the problem of writing. The question of "more difficult to write argumentative essays". Yanji is the capital of Yanbian Korean Autonomous Prefecture, located in the east of Jilin Province, adjacent to North Korea and Russia. It is the political, economic and cultural center of the whole state. According to statistics in 2009, Yanji City's population of nearly 500000, including about 58 Korean. At present, Yanji has 5 Han junior middle schools, 27 teachers and 2311 students. It is an important subject to study the teaching of argumentative writing in senior middle school of Yanji Han nationality. Through questionnaire investigation, interview and literature collation of teachers, it is found that although the argumentative writing teaching in junior middle school of Yanji city has made some achievements, there is still insufficient attention to argumentative writing teaching. The relatively old teaching content, the tradition of argumentative writing training mode and the single evaluation mode affect the improvement of the teaching level of argumentative writing and the students' interest in argumentative writing. Therefore, the analysis of these problems is the focus of this thesis. At the same time, according to the results of the investigation and the characteristics of argumentative writing teaching, this paper further explores the causes of the problems: the teaching requirements of narrative writing under the idea of examination-oriented education make it easy for teachers and students to ignore the writing of argumentative essays. The characteristics of argumentative writing style, the structural factors of textbook selection, the traditional argumentative writing training mode and the single argumentative evaluation mode all affect the teaching level of argumentative writing to varying degrees. Students are afraid of argumentative writing. Aiming at the problems reflected, the paper proposes to put forward some suggestions from three aspects: textbook, teacher and student: adjusting the structure of selecting text, increasing hot topic, enriching writing material, teachers, teachers and students. It is necessary to change the understanding of argumentative writing teaching, stimulate students' interest in writing, guide students to read extensively and enrich writing contents, innovate the methods and means of argumentative writing teaching, and construct a new type of argumentative writing training method. On the other hand, the students suggest that they should cultivate their interest in argumentative writing, strengthen the training of argumentative writing, consolidate the basic skills of argumentative writing, and enlarge the reading quantity of outstanding works after class. Through the implementation of the above suggestions, this paper hopes to provide some reference for the improvement of the teaching level of argumentative writing in junior high school of Yanji Han nationality.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G633.34

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