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  本文選題：中學(xué)生作文　切入點(diǎn)：情感式評語　出處：《華中師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：本文由四個部分構(gòu)成。第一部分梳理了中學(xué)作文研究的現(xiàn)狀,結(jié)合中學(xué)作文新課標(biāo),闡明了“情感式評語”理念實(shí)施的重要性和必要性。作文教學(xué)是中學(xué)語文教學(xué)的重要組成部分,但這卻成了語文教師最頭疼的地方,所以在作文教學(xué)中進(jìn)行情感滲透,即解決了這一“老大難”問題,也符合中學(xué)作文教學(xué)的要求。第二部分探討了作文評語的情感理念及其表現(xiàn)形式。作文評語中的“情感滲透”最突出的表現(xiàn)是評語要體現(xiàn)其真誠的一面。所以,情感式評語要求教師用飽含深情的語言激勵學(xué)生,來增強(qiáng)學(xué)生的寫作自信心。為了讓評語能夠起到應(yīng)有的積極作用,本文運(yùn)用了正面引導(dǎo),積極鼓勵；有的放失,突出重點(diǎn)；交流情感,語氣委婉三種評語形式。第三部分是論文的主體內(nèi)容,是對情感式評語進(jìn)行教學(xué)實(shí)踐情況的案例描述。以一個班的學(xué)生作為實(shí)驗(yàn)對象,時間為一個學(xué)期,通過觀察比較法、群案／個案調(diào)查法、經(jīng)驗(yàn)總結(jié)法等方法,以求總結(jié)出對學(xué)生作文進(jìn)行情感滲透的最佳辦法。實(shí)踐證明,情感式評語教學(xué)對于大多數(shù)學(xué)生是奏效的。通過這次實(shí)驗(yàn),大多數(shù)學(xué)生增強(qiáng)了他們的寫作自信心,對寫作也有了新的認(rèn)識；而只有少部分學(xué)生對這一教學(xué)模式的反應(yīng)不太明顯,這可能是由多方面因素的影響造成的。由此總結(jié)出了情感式評語應(yīng)遵循的基本原則及其語言藝術(shù),力求達(dá)到啟迪教育、詩化語言和幽默睿智的要求,需要注意的一點(diǎn)是對待不同層次學(xué)生的作文,要做到個性化評價。第四部分是結(jié)語。本文的案例考察表明,情感式評語應(yīng)該多一點(diǎn)情感,少一點(diǎn)說教；多一些睿智,少一些空洞,中學(xué)作文教學(xué)將會呈現(xiàn)嶄新的面貌。
[Abstract]:This paper is composed of four parts. The first part combs the present situation of the middle school composition research, combining with the new curriculum standard of the middle school composition, This paper expounds the importance and necessity of the implementation of the concept of "emotional comment". Composition teaching is an important part of Chinese teaching in middle schools, but it has become the biggest headache for Chinese teachers. That is, to solve this "old difficult" problem, The second part discusses the emotion idea and its expression form of composition comment. The most outstanding expression of "emotion permeation" in composition comment is to reflect its sincere side. Emotional evaluation requires teachers to encourage students with affectionate language to enhance their self-confidence in writing. The third part is the main content of the thesis, which is the case description of the teaching practice of the emotional comment. Taking the students of a class as the experimental object, the time is one semester. Through observing and comparing method, group case / case investigation method, experience summary method and so on, in order to sum up the best method of affective permeation to student's composition, the practice proves, Affective assessment teaching works for most students. Through this experiment, most students have increased their self-confidence in writing and gained a new understanding of writing, while only a small number of students have shown little apparent response to the teaching model. This may be caused by a variety of factors. It concludes the basic principles and the art of language which should be followed by emotional evaluation, and seeks to meet the requirements of enlightening education, poetic language and witty humor. One thing we should pay attention to is the individualized evaluation of students' compositions at different levels. Part 4th is the conclusion. The case study of this paper shows that emotional comments should be a little more emotional, less lecturing, more wise, Fewer empty, middle school composition teaching will take on a new look.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.34

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本文編號：1600100