本文選題：高中　切入點：寫作教學　出處：《揚州大學》2016年碩士論文　論文類型：學位論文

【摘要】：寫作教學,一直是高中語文教學的重點之一。但是受應試教育的影響,高中寫作教學長期以來存在著“重方法,輕內容”的傾向,而高中寫作教學內容存在的缺陷,成為制約寫作教學水平的瓶頸。本文的論題是高中寫作教學內容研究,主體部分為三章：第一章描述和分析了高中寫作教學現狀。通過對學生進行問卷調查分析,發(fā)現學生對寫作缺乏興趣、寫作自我效能感低下、對課堂寫作教學認同感低；通過對教師的寫作教學訪談分析,發(fā)現存在寫作教學信念的不確定、寫作教學內容的隨意化、寫作教學形式的單一化、寫作教學功能的過度拔高的問題。而種種問題最根本的原因在于課堂寫作教學內容存在缺陷。第二章從課程、教材、教學三個維度對寫作教學內容之所以存在缺陷進行了剖析。課程層面中,寫作教學內容存在缺陷,主要在于課程標準中內容標準的闡述不明確、課程中寫作文體與社會實踐寫作聯(lián)系不緊密；教材層面中,寫作教學內容存在缺陷,主要在于教材中寫作知識的陳舊、教材中寫作知識呈現方式的單一；教學層面中,寫作教學內容存在缺陷,主要在于教學中對寫作交際功能的忽視以及教學中對序列化、活動化的過度追求。第三章重點探討了完善和開發(fā)寫作教學內容的行動策略。在課程層面中,完善寫作教學內容的策略包括明確課程標準中的內容標準和緊密課程中寫作文體與社會寫作實踐的聯(lián)系。在教材層面中,完善寫作教學內容的策略包括更新教材中的寫作知識和豐富教材中寫作知識的呈現方式。教學層面,本文提出了開發(fā)寫作教學內容的兩種策略,包括運用交際語境寫作開發(fā)寫作教學內容和運用微型寫作開發(fā)寫作教學內容的策略。交際語境寫作是以讀者為中心、以交流為目的、重視語境生成功能的寫作。運用交際語境寫作生成寫作教學內容的途徑可以分解為三個步驟：第一,分析寫作任務的交際語境,啟動學生內在表達機制；第二,填補學生生活經驗和寫作經驗,生成寫作內容；第三,彌補學生語文經驗的不足,訓練語言表達技能。微型寫作課是立足于學生寫作細節(jié)的短小精悍、真實快樂、高效智慧的的寫作課程。它不求面面俱到,而是聚焦核心困難,選擇核心知識,解決要害問題,既便于學生的學習,也便于老師的設計與教學。運用微型寫作生成寫作教學內容的策略,包括微化寫作目標的策略、微化寫作內容的策略、微化寫作情境的策略以及微化寫作支架的策略。
[Abstract]:Writing teaching has always been one of the key points in Chinese teaching in senior high school. However, under the influence of examination-oriented education, writing teaching in senior high school has the tendency of "emphasizing methods and neglecting content" for a long time, while the teaching content of writing in senior high school has some defects. The main part of this paper is three chapters: the first chapter describes and analyzes the current situation of writing teaching in senior high school. It is found that students lack interest in writing, have a low sense of self-efficacy in writing, and have a low sense of identity in classroom writing teaching, and find that there is uncertainty in writing teaching beliefs and arbitrary writing teaching content through interviews with teachers in writing teaching. The single form of writing teaching, the excessive development of writing teaching function, and the most fundamental reason for all these problems lies in the defects of the teaching content of classroom writing. Chapter two starts with the curriculum, teaching materials, teaching materials, teaching materials, teaching materials, teaching materials, teaching materials, teaching materials, teaching materials, and teaching materials. The three dimensions of teaching have analyzed the defects of the teaching content of writing. In the curriculum level, there are defects in the teaching content of writing, mainly because the explanation of the content standard in the curriculum standard is not clear. Writing style in curriculum is not closely related to social practical writing; in teaching material, there are defects in the teaching content of writing, mainly due to the old writing knowledge in the textbook, the single presentation of writing knowledge in the textbook, and the teaching level in teaching. There are some defects in the teaching content of writing, which mainly lie in the neglect of the communicative function of writing and the serialization in teaching. Chapter three focuses on the strategies to improve and develop the teaching content of writing. The strategies to improve the teaching content of writing include clarifying the content standard of curriculum standard and the relation between writing style and social writing practice in close curriculum. The strategies to improve the teaching content of writing include updating the writing knowledge in the textbook and enriching the presentation of the writing knowledge in the teaching material. At the teaching level, this paper puts forward two strategies to develop the teaching content of writing. It includes the strategies of using communicative context writing to develop writing teaching content and micro writing to develop writing teaching content. Communicative context writing is reader-centered and aims at communication. The approach of using communicative context writing to generate writing teaching content can be divided into three steps: first, analyzing the communicative context of writing tasks, starting the students' internal expression mechanism; second, To fill in the students' life experience and writing experience, to generate writing content; third, to make up for the lack of students' Chinese experience and to train language expression skills. An efficient and intelligent writing course. It does not seek to cover everything, but rather focuses on core difficulties, selects core knowledge, solves key problems, and is convenient for students to learn. It is also convenient for teachers to design and teach. The strategy of creating writing teaching content by micro-writing includes the strategy of micro-writing goal, the strategy of micro-writing content, the strategy of micro-writing situation and the strategy of micro-writing scaffold.
【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.34

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