本文選題：網(wǎng)絡(luò)資源　切入點(diǎn)：高中作文　出處：《廣西師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：近年來,信息化教育大力推廣,教育領(lǐng)域面臨技術(shù)與內(nèi)容的深度改革,語文教學(xué)中的作文教學(xué)方式也在信息化教育的背景下發(fā)生很大程度的改變。針對日常教學(xué)中遇到的學(xué)生寫作素材貧乏、論證機(jī)械、毫無思想、語言呆板等問題,筆者以所任職的城鎮(zhèn)普通高中的學(xué)生為研究對象,以自己所教班級為研究陣地,嘗試讓網(wǎng)絡(luò)資源與作文教學(xué)有機(jī)結(jié)合,試圖改善所教學(xué)生寫作素材貧乏,寫作中無法打開思維的狀況。整個(gè)研究過程,遵循循序漸進(jìn)的原則,先運(yùn)用問卷調(diào)查法,制作了多份內(nèi)容側(cè)重點(diǎn)不同的問卷,對學(xué)生和教師分別展開問卷調(diào)查,了解學(xué)生寫作的困惑和教師教授作文課的現(xiàn)狀,調(diào)查了校園環(huán)境是否具備相應(yīng)的信息技術(shù)設(shè)備,分析學(xué)生與教師是否具備利用網(wǎng)絡(luò)資源進(jìn)行作文教學(xué)的技術(shù)素養(yǎng)。待確定實(shí)施網(wǎng)絡(luò)資源與作文教學(xué)有機(jī)結(jié)合的條件成熟之后,便在行動(dòng)研究法的指導(dǎo)下,根據(jù)事先制定的研究計(jì)劃實(shí)施研究,研究過程穿插了觀察法和訪談法,間歇性訪談學(xué)生與教師關(guān)于網(wǎng)絡(luò)資源與作文教學(xué)結(jié)合后的收獲和感受。最后采用作品分析法與個(gè)案追蹤法,對一個(gè)學(xué)期以來的教學(xué)方法改變后學(xué)生的作文進(jìn)行前后對比分析,總結(jié)此次研究的成效與利弊,進(jìn)而思考改進(jìn)方法。此次研究是以網(wǎng)絡(luò)資源為輔助資源,以網(wǎng)絡(luò)和多媒體為輔助手段,嘗試結(jié)合網(wǎng)絡(luò)資源和新媒體手段提高作文教學(xué)效果。論文主體是探究如何在作文訓(xùn)練的各個(gè)環(huán)節(jié)利用網(wǎng)絡(luò)資源提升作文教學(xué)質(zhì)量的教學(xué)設(shè)計(jì)。其中包括1、利用搜索引擎進(jìn)行符合主題的時(shí)事熱點(diǎn)檢索,促進(jìn)材料積累的鮮活。2、對新聞熱點(diǎn)進(jìn)行時(shí)評式說理訓(xùn)練,為加強(qiáng)論證的深度做鋪墊。3、巧妙利用視頻或影視作品等網(wǎng)絡(luò)資源擴(kuò)寬一材多用的寫作視野。4、教師利用網(wǎng)絡(luò)資源獨(dú)創(chuàng)系列適合學(xué)生階段訓(xùn)練的作文題。5、師生利用網(wǎng)絡(luò)平臺促進(jìn)作文評改的多樣化。此次研究歷時(shí)一個(gè)學(xué)期,所教班級的議論文寫作情況有所改變。學(xué)生不再抱怨無話可說,學(xué)生在擺事實(shí)的基礎(chǔ)上學(xué)會(huì)用自己的語言講道理,對社會(huì)熱點(diǎn)的關(guān)注程度提高,語文素養(yǎng)有一定提升,對下一階段的教學(xué)提供了可借鑒的經(jīng)驗(yàn)。
[Abstract]:In recent years, information education has been popularized vigorously, and the field of education is facing a deep reform of technology and content. The teaching method of composition in Chinese teaching has also changed to a great extent under the background of information education. In view of the problems encountered by students in daily teaching, such as the shortage of writing materials, the demonstration mechanism, the lack of thought, the inflexibility of language, and so on, The author takes the students of the ordinary senior high school in town as the research object, takes the class he teaches as the research position, tries to combine the network resources with the composition teaching, and tries to improve the poor writing materials of the students. In the whole research process, following the principle of gradual and orderly, a number of questionnaires with different emphases were made by the method of questionnaire, and the students and teachers were investigated separately. To understand the confusion of students' writing and the current situation of teachers teaching composition classes, and to investigate whether the campus environment has the corresponding information technology equipment, This paper analyzes whether students and teachers have the technical literacy to use network resources for composition teaching. When the conditions for the organic combination of network resources and composition teaching become mature, they will be guided by the action research method. According to the pre-established research plan to carry out the research, the research process was interspersed with observation method and interview method. Intermittently interviewed students and teachers about the network resources and composition teaching after the combination of harvest and feelings. Finally, by using the method of work analysis and case tracing, the students' composition after a semester of teaching methods changed were compared before and after the analysis. Summarizing the achievements, advantages and disadvantages of this study, and then thinking about the methods of improvement. This study takes the network resources as the auxiliary resources and the network and multimedia as the auxiliary means. The main body of the thesis is to explore how to use network resources to improve the teaching quality of composition teaching in every link of composition training. The search engine performs topical hot spot retrieval in line with the topic, To promote the material accumulation of fresh. 2, to the news hot topics for the commentary of reasoning training, In order to strengthen the depth of argumentation. 3, skillfully use the network resources, such as video or film works to broaden the writing field of a multi-purpose. 4. Teachers use the network resources to create a series of original series suitable for the training of students. 5. Teachers and students use the network. The network platform promotes the diversification of composition evaluation. The study lasted one semester. The situation of argumentative writing in the class has changed. Students no longer complain that they have nothing to say. On the basis of facts, students learn to use their own language to reason, pay more attention to social hot spots, and improve their Chinese literacy to a certain extent. It provides some experience for the next stage of teaching.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.34

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 許冬芹;;論初中作文教學(xué)如何運(yùn)用網(wǎng)絡(luò)資源[J];作文教學(xué)研究;2015年06期

2 曹麗萍;;信息化教學(xué)環(huán)境中語文寫作教學(xué)策略研究[J];語數(shù)外學(xué)習(xí)(高中版中旬);2015年09期

3 馮小玲;;網(wǎng)絡(luò):作文教學(xué)的新平臺[J];華夏教師;2014年07期

4 丘石梅;;巧用網(wǎng)絡(luò)資源 抓好作文教學(xué)[J];生活教育;2014年10期

5 袁英;;巧借網(wǎng)絡(luò)資源,改革作文教學(xué)[J];考試周刊;2014年36期

6 莫少菊;;新課標(biāo)下如何提高作文評改的實(shí)效性——對作文評改實(shí)效性的探索和研究[J];科教文匯(中旬刊);2014年04期

7 劉麗紅;;如何利用網(wǎng)絡(luò)資源來提高學(xué)生的寫作水平[J];讀與寫(教育教學(xué)刊);2014年03期

8 楊玉潔;;利用網(wǎng)絡(luò)資源促進(jìn)作文教學(xué)的實(shí)踐和探索[J];課外語文;2014年02期

9 王璞玉;;現(xiàn)代語文作文教學(xué)法綜述與實(shí)施[J];教育教學(xué)論壇;2013年50期

10 高輝;;利用計(jì)算機(jī)網(wǎng)絡(luò)資源激活作文教學(xué)[J];中國教育技術(shù)裝備;2013年25期

相關(guān)碩士學(xué)位論文 前9條

1 葉志燕;基于數(shù)字資源的高中語文作文教學(xué)應(yīng)用研究[D];南昌大學(xué);2015年

2 莊安娜;網(wǎng)絡(luò)作文教學(xué)的個(gè)案研究[D];首都師范大學(xué);2014年

3 馮美霞;網(wǎng)絡(luò)環(huán)境下的高中作文教學(xué)模式探究[D];河南師范大學(xué);2014年

4 劉天平;網(wǎng)絡(luò)寫作教學(xué)的實(shí)踐研究[D];廣西師范大學(xué);2012年

5 張德利;網(wǎng)絡(luò)教學(xué)資源在初中作文教學(xué)中的應(yīng)用研究[D];東北師范大學(xué);2010年

6 周靜;網(wǎng)絡(luò)環(huán)境下的高中作文教學(xué)[D];華東師范大學(xué);2008年

7 楊興芳;高考作文命題的人文價(jià)值研究[D];華中師范大學(xué);2008年

8 甘德平;網(wǎng)絡(luò)環(huán)境下的語文教學(xué)研究[D];廣西師范大學(xué);2008年

9 李得賢;基于網(wǎng)絡(luò)的作文教學(xué)實(shí)驗(yàn)研究[D];西北師范大學(xué);2003年

，

本文編號：1612226