【摘要】：記敘文寫作教學(xué)一直以來在整個(gè)中學(xué)語文教學(xué)體系中處于核心位置。在大力倡導(dǎo)素質(zhì)教育的今天,記敘文寫作功力的深淺,是反映學(xué)生文學(xué)素養(yǎng)的基本標(biāo)準(zhǔn),也是中考語文學(xué)科的主要考察方面。但是傳統(tǒng)的教學(xué)模式早已適應(yīng)不了新課標(biāo)下語文學(xué)科的發(fā)展要求,課改呼喚新的教學(xué)模式。當(dāng)代中學(xué)生是伴隨著影視作品成長起來的一代,將影視資源應(yīng)用于中學(xué)記敘文寫作教學(xué)的課堂已經(jīng)成為一種趨勢�；谏鲜銮闆r,本研究從中學(xué)生喜聞樂道的影視資源入手,將影視欣賞與中學(xué)記敘文寫作教學(xué)相結(jié)合,重點(diǎn)探討影視內(nèi)容及其特有的藝術(shù)表現(xiàn)手法等在中學(xué)記敘文寫作中的實(shí)際應(yīng)用策略。首先通過問卷調(diào)查發(fā)現(xiàn)中學(xué)生記敘文寫作過程中存在的問題、產(chǎn)生的原因以及學(xué)生觀看影視的現(xiàn)狀。其次從影視資源的內(nèi)涵和特點(diǎn)、語文學(xué)科的性質(zhì)、記敘文的性質(zhì)以及建構(gòu)主義、多元智能和圖像敘事理論等相關(guān)的理論來闡釋將影視資源應(yīng)用于中學(xué)記敘文寫作教學(xué)的理論依據(jù)。然后著重研究影視資源在中學(xué)記敘文寫作教學(xué)中的具體應(yīng)用策略,即選擇優(yōu)秀的影視資源,使其有效運(yùn)用于文章的寫作內(nèi)容(培養(yǎng)學(xué)生的寫作興趣、豐富寫作素材、挖掘思想的深度)以及寫作技巧(人物形象塑造、文章的結(jié)構(gòu)、環(huán)境描寫、過渡和照應(yīng)、抑揚(yáng)和襯托、開頭和結(jié)尾的技法等方面)的教學(xué)。這些策略不僅增強(qiáng)了學(xué)生的動筆欲望,改變了中學(xué)生缺乏寫作素材的現(xiàn)狀,提升了寫作教學(xué)的質(zhì)量,同時(shí)讓學(xué)生在欣賞影片的快樂氛圍中學(xué)習(xí)寫作方面的技巧,提升了文學(xué)素養(yǎng)。最后對全文進(jìn)行總結(jié),發(fā)現(xiàn)將影視資源應(yīng)用于記敘文寫作教學(xué)應(yīng)注意的一些問題,如語文教師不僅應(yīng)該具備較高的語文修養(yǎng),還應(yīng)具備一定的影視素養(yǎng);教師課前需精心篩選,尋找與課堂教學(xué)內(nèi)容相匹配的影視資源,在篩選的過程中把握目標(biāo)性原則、典型性原則和針對性原則;應(yīng)注意與傳統(tǒng)的教學(xué)模式相結(jié)合,不要讓影視欣賞成為寫作課堂的主旋律。即影視欣賞是起點(diǎn),欣賞的目的是為了讓學(xué)生從中汲取敘事藝術(shù)的精華,讓自己的筆下流淌出富有靈動氣息的文字。相反如果濫用影視資源,不僅不會提高學(xué)生的寫作水平,反而會適得其反,讓課堂效率大打折扣。
[Abstract]:Narrative writing teaching has always been in the core of the middle school Chinese teaching system. Today, when quality education is strongly advocated, the depth of narrative writing is the basic standard to reflect students' literary literacy, and it is also the main investigation aspect of the subject of Chinese in the middle school. However, the traditional teaching mode can not meet the requirements of the development of Chinese subject under the new curriculum standard, and the curriculum reform calls for a new teaching mode. Contemporary middle school students are growing up with the film and television works. It has become a trend to apply the film and television resources to the teaching of narrative writing in middle schools. Based on the above situation, this study starts with the film and television resources of high school students, and combines film and television appreciation with narrative writing teaching in middle school. This paper focuses on the practical application strategies of film and television content and its unique artistic expression techniques in middle school narrative writing. First of all, we find out the problems existing in the writing process of middle school students' narration, the causes of their writing and the present situation of students watching movies and TV. Secondly, from the connotation and characteristics of the film and television resources, the nature of the subject of Chinese, the nature of narrative and constructivism, The theory of multiple intelligences and image narrative theory is used to explain the theoretical basis of applying film and television resources to the teaching of narrative writing in middle schools. Then it focuses on the specific application strategies of film and television resources in the teaching of narrative writing in middle schools, that is, to select excellent film and television resources so that they can be effectively applied to the writing content of the article (to cultivate students' interest in writing and enrich the writing materials). Excavate the depth of thought) and the teaching of writing techniques (characterization, structure of the article, environmental description, transition and reference, suppression and contrast, techniques at the beginning and end, etc.). These strategies not only enhance students' desire to write, change the current situation of students' lack of writing materials, improve the quality of writing teaching, but also enable students to learn writing skills in the happy atmosphere of watching the film. Improved literary literacy. Finally, the paper summarizes the full text, and finds that the application of film and television resources to narrative writing teaching should pay attention to some problems, such as Chinese teachers should not only have higher language accomplishment, but also have certain film and television literacy, teachers should be carefully screened before class. In order to find the film and television resources that match the classroom teaching content, we should grasp the target principle, the typical principle and the pertinence principle in the course of screening, and should pay attention to combining with the traditional teaching mode. Do not let film and television appreciation become the main theme of writing class. That is, film and television appreciation is the starting point, the purpose of appreciation is to let students draw from the essence of narrative art, let their own writing flowing out of the vivid breath of words. On the contrary, the misuse of film and television resources will not improve the students' writing level, but will be counterproductive, making classroom efficiency greatly reduced.
【學(xué)位授予單位】：魯東大學(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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