本文關鍵詞： 高中 作文教學 議論文 教學序列 研究　出處：《河北師范大學》2012年碩士論文　論文類型：學位論文

【摘要】：高中議論文作文教學是高中作文教學的重心，但由于教學內容普遍缺乏整體規(guī)劃、安排，隨意性強，講授知識零打碎敲，致使學生學不到系統(tǒng)的寫作知識，在議論文寫作的諸多環(huán)節(jié)存在明顯問題。如材料欠缺，內容空洞；抽象思維能力差，或對問題缺少理性分析，有例無證，缺乏深度；或論證不合邏輯，不合事理；缺乏辯證思維能力，思路狹窄，觀點陳舊，甚至片面；寫作模式化，不能圍繞論點展開有效論證。這些明顯制約學生寫作能力的提高，也影響了高考作文成績。為改變上述現(xiàn)狀，研究構建完整、科學、嚴密的高中議論文教學序列及實施策略，是非常必要的。 本文以高中議論文作文教學研究及古今中外有代表性的作文教學序列的梳理，及對高中議論文作文教學現(xiàn)狀的分析為前提，以建構主義理論、教學控制論、系統(tǒng)論和過程作文教學理論為理論基礎，以高中生思維能力發(fā)展特點，高中新課程標準理念以及高考作文命題發(fā)展趨勢為依據(jù)，遵循循序漸進，簡明實用的原則，結合自身教學實踐，構建出一個比較科學實用的高中議論文作文教學序列。 這個教學序列，從高一到高三，精心設計了教學目標和教學內容序列。如高一主要是培養(yǎng)學生積累素材，，提煉觀點，表述觀點，運用事實論據(jù)證明論點的能力。做到言之有物，有例有證。鼓勵學生寫真事，表真意，大膽作文。夯實作文基礎。高二主要培養(yǎng)學生思考、分析問題的思維能力。訓練學生運用理論論據(jù)證明論點的方式與方法。理清論據(jù)與分論點之間以及與總論點之間的關系，構建規(guī)范的文章結構。并學會修改文章。高三主要是整體提升作文水平，包括文章的思想內涵深刻新穎；語言簡明、嚴謹、力求有文采，并努力打造文章亮點。當然以上教學內容序列，不是絕對分開的，有交叉重復，只是各個階段教學訓練有所側重。這樣，整個教學序列形成首尾相接、環(huán)環(huán)相扣的教學環(huán)節(jié)，貫穿完整的議論文寫作知識體系。 作者從2008年9月到2011年6月，從高一到高三，研究實施以上教學序列方案并進行實際操作，學生議論文作文成績與平行班比較有明顯的提升。在教學序列實施的過程中，當然也存在這樣那樣的問題，以期在今后的實踐中得到解決。也希望這個教學序列能給高中語文教師的議論文教學以實質幫助，能給作文教學相關研究提供有價值的參考。
[Abstract]:Argumentative composition teaching in senior high school is the focus of composition teaching in senior high school. However, due to the lack of overall planning, arrangement, randomness and scattered teaching knowledge, students can not learn systematic writing knowledge. There are obvious problems in many aspects of argumentative writing, such as lack of materials, empty content, poor abstract thinking ability, or lack of rational analysis of the problem, lack of proof and depth, or illogical and unreasonable argumentation; Lack of dialectical thinking, narrow thinking, outmoded or even one-sided views, writing patterns, can not be effectively demonstrated around the argument, these obviously restrict the improvement of students' writing ability, In order to change the present situation, it is necessary to study and construct a complete, scientific and rigorous teaching sequence and implementation strategy of argumentative papers in senior high schools. Based on the research of argumentative composition teaching in senior high school, the combing of representative composition teaching sequence between ancient and modern countries, and the analysis of the present situation of argumentative composition teaching in senior high school, this paper takes constructivism theory and teaching cybernetics as the premise. Based on the theory of system theory and the theory of process composition teaching, based on the characteristics of high school students' thinking ability development, the concept of new curriculum standard of senior high school and the developing trend of composition proposition of college entrance examination, the principles of gradual, concise and practical are followed. Combining with teaching practice, a scientific and practical teaching sequence of argumentative essay teaching in senior high school is constructed. This teaching sequence, from Senior one to Senior three, has carefully designed the teaching objectives and the sequence of teaching contents. For example, Senior one is mainly to train students to accumulate materials, refine their views, and express their views. The ability to use facts to prove the argument. To do things in words, there are examples. Encourage students to write real things, show true meaning, bold composition. Consolidate the foundation of composition. Senior two mainly train students to think. Analytical thinking ability. Ways and means of training students to use theoretical arguments to prove their arguments. To clarify the relationship between arguments and points of argument, and between arguments and general points, Building a standard article structure and learning to revise the article. Senior three is mainly to improve the overall writing level, including the profound and novel ideological connotation of the article; language concise, rigorous, strive to have a literary style, Of course, the sequence of teaching contents above is not absolutely separate, there is crossover and repetition, it is only that the teaching training in each stage is focused on. In this way, the whole teaching sequence forms a link between the first and the last, which is linked to each other. Throughout the whole argumentative writing knowledge system. From September 2008 to June 2011, from the first year to the third year of senior high school, the author studies and implements the above teaching sequence scheme and carries on the actual operation. The students' argumentative composition scores are obviously improved compared with the parallel class. Of course, there are some problems in order to be solved in practice in the future. It is also hoped that this teaching sequence can give a substantial help to the argumentative teaching of Chinese teachers in senior high school, and can provide valuable reference for the related research of composition teaching.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G633.34

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