發(fā)布時間：2018-03-06 22:30

  本文選題：高中語文　切入點：以讀促寫　出處：《沈陽師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：閱讀與寫作向來是語文教學(xué)關(guān)注的焦點,在高中語文教學(xué)中實施以讀促寫教學(xué)策略是促進(jìn)閱讀和寫作雙提高的最佳途徑,即可以有效地解決當(dāng)下語文教學(xué)中讀寫效率低下的問題,又可以提高學(xué)生的語文素養(yǎng)。然而當(dāng)下對于高中語文以讀促寫教學(xué)策略的研究,雖然也提出了一些相應(yīng)的教學(xué)策略,但多數(shù)以讀促寫策略大同小異操作性不強(qiáng),對于高中語文以讀促寫教學(xué)策略的研究并不到位,故而高中語文以讀促寫教學(xué)的效果并不理想。根據(jù)當(dāng)下高中語文以讀促寫教學(xué)的現(xiàn)狀,追溯以讀促寫的歷史淵源結(jié)合相關(guān)的心理學(xué)理論,為高中語文以讀促寫教學(xué)策略提供有力的依據(jù),分析當(dāng)前高中語文以讀促寫教學(xué)的不足及其產(chǎn)生原因,從理論和實踐兩個方面提出具體可行的實施策略,以提升和改進(jìn)高中語文以讀促寫的教學(xué)策略。本論文共分為三個部分,第一部分追溯了實施高中語文以讀促寫教學(xué)的理論淵源,解析了高中語文讀寫觀的發(fā)展,從語言輸入、輸出理論和學(xué)習(xí)遷移理論兩個方面探究實施高中語文以讀促寫教學(xué)策略的依據(jù)。在第二部分從成效和問題兩方面論述當(dāng)下高中語文以讀促寫教學(xué)策略的實施現(xiàn)狀,并從高中語文教材編寫中讀寫聯(lián)系不緊密、教師指導(dǎo)以讀促寫教學(xué)的盲目隨意和學(xué)生對以讀促寫實踐的不重視三個方面分析其產(chǎn)生的原因。第三部分是全文的重點,根據(jù)前兩章所論述的高中語文以讀促寫教學(xué)的現(xiàn)狀結(jié)合相應(yīng)的理論依據(jù),進(jìn)一步改進(jìn)和提升高中語文以讀促寫教學(xué)策略。高中語文以讀促寫教學(xué)策略要做到人文性與工具性的統(tǒng)一,關(guān)注閱讀促進(jìn)寫作的同時也要關(guān)注寫作對閱讀的促進(jìn)作用;在實施過程中要立足閱讀文本并且拓寬閱讀渠道促進(jìn)寫作,試圖通過文本構(gòu)思、移植情感、思辨性閱讀和新媒體閱讀等方法來促進(jìn)學(xué)生寫作水平的提高。希望能為高中語文教學(xué)實踐提供一些可供參考的以讀促寫教學(xué)策略以提高讀寫教學(xué)的效率,提高學(xué)生的寫作能力進(jìn)而全面提高學(xué)生的語文素養(yǎng)。
[Abstract]:Reading and writing in Chinese teaching is always the focus of attention, the implementation of reading to write teaching strategies to promote reading and writing the best way to improve the double language teaching in high school, which can effectively solve the problem of low efficiency of the current reading and writing in Chinese teaching, but also can improve the students' Chinese accomplishment. However for the moment in high school Chinese study on the teaching strategies of reading and writing, although also put forward some corresponding teaching strategies, but most reading to write the same strategy operation is not strong, for the high school Chinese reading to study writing teaching strategy is not in place, so the high school Chinese reading to write the teaching effect is not ideal. According to the current high school Chinese reading to promote the status of writing teaching, traces the history of reading to write according to the related theory of psychology, for the high school Chinese reading to provide a strong basis for the analysis of the current high school writing teaching strategies. Chinese reading to writing teaching deficiencies and causes, from two aspects of theory and practice put forward specific and feasible implementation strategies, to enhance and improve the high school Chinese reading to write teaching strategies. This paper is divided into three parts, the first part traces the implementation of high school Chinese reading to writing teaching theory analysis of the development of high school Chinese, reading and writing from the view of the language input, two output theory and learning transfer theory to explore the implementation of high school Chinese reading to write teaching strategies. The language in two aspects from the second part discusses the current achievements and problems in the implementation of the status quo of high reading to writing teaching strategies, and from high school the compilation of Chinese textbook in reading and writing are not closely linked to the guidance of teachers, the teaching of reading to write at random and students in reading to write practice do not attach importance to the analysis of the causes in three aspects. The third part is the emphasis of the thesis According to this point, the first two chapters of the high school Chinese reading to writing teaching situation with the corresponding theoretical basis, further improve and enhance the high school Chinese reading to write teaching strategies. Senior high school Chinese reading to write teaching strategies to achieve the unity of humanity and instrumentality, focus on reading promotion writing at the same time promote pay attention to the role of reading writing; should be based on the reading of the text and broaden the channels to promote reading writing in the implementation process, the text tries to conceive, transplantation of emotion, critical reading and reading of new media and other methods to promote the improvement of students' writing skills. Hope to provide some reference for the improvement of writing teaching strategies to improve the efficiency reading and writing teaching for senior Chinese teaching practice, improve students' writing ability and improve the students' Chinese accomplishment comprehensively.

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

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李艷;;以讀促寫——對加強(qiáng)高中語文寫作教學(xué)的相關(guān)探討[J];課外語文;2016年07期

2 程霞;;“思維導(dǎo)圖”在語文“以讀促寫”教學(xué)中的應(yīng)用例談[J];課外語文;2015年22期

3 包清紅;;基于以讀促寫的課堂小練筆的實施策略[J];中國校外教育;2015年10期

4 李艷;;以讀促寫[J];語數(shù)外學(xué)習(xí)(高中版上旬);2015年04期

5 徐小林;;以讀促寫:讀寫結(jié)合激發(fā)寫作熱情[J];語文天地;2014年04期

6 林芳;;以讀促寫,增強(qiáng)閱讀教學(xué)的有效性[J];中國校外教育;2013年10期

7 黃益林;;以讀促寫 由段到文——高中作文語段訓(xùn)練法初探[J];中小學(xué)教學(xué)研究;2011年04期

8 辛彩明;;雙線并進(jìn)提高學(xué)生寫作水平[J];語文教學(xué)與研究;2010年11期

9 李娜;;以讀促寫[J];語文學(xué)刊;2008年24期

10 盧書茵;;讀寫結(jié)合,構(gòu)建閱讀教學(xué)新模式[J];小學(xué)教學(xué)參考;2008年34期

相關(guān)碩士學(xué)位論文 前4條

1 康瑩;讀寫交互理念在高中語文寫作教學(xué)中的應(yīng)用[D];陜西師范大學(xué);2014年

2 楊帆;高中語文課堂閱讀教學(xué)與寫作教學(xué)有效結(jié)合的策略研究[D];蘇州大學(xué);2013年

3 王清;中學(xué)語文以讀促寫教學(xué)模式研究[D];河南大學(xué);2011年

4 謝菁;中學(xué)語文“以寫促讀，，讀寫結(jié)合”實踐研究[D];華東師范大學(xué);2010年

本文編號：1576792