本文關(guān)鍵詞：初中語文“讀寫結(jié)合”教學(xué)策略研究　出處：《上海師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：語文學(xué)科是基礎(chǔ)教育中十分重要的學(xué)科,對這門學(xué)科的學(xué)習(xí)要從小學(xué)學(xué)到中學(xué),長達(dá)12年,乃至大部分高校也將大學(xué)語文列為必修科目,足見其重要性。但另一方面,很長一段時間以來,語文學(xué)科又處于比較尷尬的地位,中學(xué)生普遍重理輕文。記得呂叔湘先生對語文教學(xué)的批評:少慢差費。語文教學(xué)閱讀與寫作“兩張皮”——學(xué)生在閱讀課上賞析課文“條分縷析”,但要落于筆頭時卻“云里霧里”。形成這一現(xiàn)狀是由教育大環(huán)境、教材、教師、學(xué)生等諸多因素影響的結(jié)果。為了改變現(xiàn)狀并提高語文教學(xué)質(zhì)量,不少專家學(xué)者很早就已提出了“讀寫結(jié)合”的學(xué)習(xí)策略,并在此后不斷有一線教師進(jìn)行實踐和探索。筆者作為一線教師,從寫作教學(xué)入手,嘗試作出努力�；谝陨险J(rèn)識,本文立足于教材(現(xiàn)行滬教版教材)本身,根據(jù)《義務(wù)教育語文課程標(biāo)準(zhǔn)(2011版)》的要求和初中四年不同年段特點,結(jié)合教材中具體篇目的寫作特點,運用“以讀促寫”和“以寫促讀”相結(jié)合的“讀寫結(jié)合”方法,形成具有一定序列性和系統(tǒng)性的寫作教學(xué)策略。本研究主要從三方面展開:第一方面,擺出現(xiàn)今初中語文寫作教學(xué)存在的困境:取材困惑、策略缺乏、價值偏離。首先,學(xué)生取材的困惑來自于其取材的“怯懦”和取材的局限。語文教學(xué)過多地限制了學(xué)生取材的內(nèi)容——要學(xué)生取材于有“積極意義”的“生活”,沒有注意課本的借鑒。其次,學(xué)生要為如何“提煉”材料犯愁。很多學(xué)生閱讀量匱乏,無法從他們豐富的課余生活中有所感悟思考,即便有那么點想法,也不知如何深入挖掘,而老師的指導(dǎo)也十分有限。最后,為了寫出符合要求的作文,寫作教學(xué)的價值偏離,進(jìn)入了“為寫而寫”的怪圈,寫出的文章鮮有學(xué)生作者的真性情,更缺乏“讀者意識”。第二方面,針對困境進(jìn)而分析其原因:不可回避的應(yīng)試教育大背景、不可丟棄的現(xiàn)行教材體系、不可忽視的教師語文教學(xué)觀和學(xué)生閱讀現(xiàn)狀�！袄Ь场笔茄芯康幕A(chǔ),也是不得不面對的現(xiàn)實,雖然有些“困境”是一線教師無法改變和逾越的,但一線教師可做的就是改變自己的課堂,適者生存,只有力爭站在更高的視角,才能看清跨越障礙的路徑。第三方面,提出在教學(xué)中運用“讀寫結(jié)合”的策略�！白x寫結(jié)合”是符合心理學(xué)機(jī)制的,也就是說它符合學(xué)生學(xué)習(xí)寫作的心理,這是實施這個策略的前提。其次,也是最重要的,就是在實際教學(xué)中的運用。知易行難,好的策略需要有效的執(zhí)行,有效的執(zhí)行需要深入到實際教學(xué)中去,根據(jù)實際情況隨機(jī)應(yīng)變、靈活實施。在本研究中,筆者結(jié)合以往學(xué)者研究并加入自己對此策略的理解,對在教學(xué)實踐中實施“讀寫結(jié)合”策略進(jìn)行設(shè)想和部分實踐,嘗試改善初中語文寫作教學(xué)的現(xiàn)實問題。
[Abstract]:The Chinese language is a very important subject in basic education, the subject of learning to learn from the primary school middle school, for 12 years, and most of the colleges and universities will be college Chinese as a compulsory subject, which shows its importance. But on the other hand, for a long time, the language discipline and in a relatively awkward position. Students generally light weight paper. Remember Mr. Lv Shuxiang criticism on the Chinese Language Teaching: inefficient. Chinese teaching of reading and writing "two skins", students in the reading class of text "Tiaofenlvxi", but to fall in the head while "cloud mist". The formation of this situation is by education the environment, teaching materials, teachers, students and other factors influence the results. In order to change the situation and improve the quality of language teaching, many experts and scholars have already put forward the combination of reading and writing learning strategies, and then continue to have teachers Exploration and practice. The author as a teacher, starting from the teaching of writing, try to make an effort. Based on the above understanding, this paper based on the teaching material (the Shanghai Education Edition), according to the Chinese curriculum standards of compulsory education (2011 Edition) > and the requirements of junior high school for four years in different years, combined with the specific text in textbooks the purpose of writing, using "writing" and "the combination of reading and writing method of" writing to read "the combination of" reading, writing teaching strategies form a certain sequence and system. This research mainly launches from three aspects: first, the pendulum appears this dilemma: junior high school Chinese writing teaching materials confusion, lack of strategy, deviation of value. First, the students were puzzled from the story "cowardly" and material limitations. Chinese teaching too much limits students were drawn from the content to students "positive significance" "Life", did not pay attention to the textbook learning. Secondly, students how to "refine" materials to worry. Many students reading comprehension cannot lack of thinking from their rich after-school life, even if there is the idea, I do not know how to dig deeper, and the guidance of the teacher is also very limited. Finally, in order to write to meet the requirements of the composition, deviate from the value of teaching writing to "write and write" cycle, write the article author few students of true, but the lack of "reader consciousness". In second, aiming at the difficulties and then analyzes the reason: the background of exam oriented education can not be avoided, the current teaching system can not be discarded, can not ignore the teachers' view of Chinese teaching and students' reading situation. "Dilemma" is the basis of the study, but also have to face the reality, although some "dilemma" is the teachers cannot change and overcome, But teachers can do is to change their classroom, the survival of the fittest, only to stand on a higher perspective, in order to see the path across the barrier. Third aspects, put forward in the teaching using the combination of reading and writing strategies. The combination of reading and writing is consistent with the psychological mechanism, that is to say it is in line with the students writing psychology, this is a prerequisite for the implementation of this strategy. Secondly, is the most important, is used in the actual teaching. Easier said than done, good strategy needs effective execution, effective implementation needs further to actual teaching, according to actual circumstances, flexible implementation. In this study, the author previous study and add their own understanding of this strategy, the implementation of the combination of reading and writing strategies of ideas and practice in the teaching practice, we try to improve the problem of junior high school Chinese teaching of writing.

【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

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