本文選題：初中語(yǔ)文 + 作文教學(xué)��； 參考：《信陽(yáng)師范學(xué)院》2017年碩士論文

【摘要】：初中語(yǔ)文是一門(mén)基礎(chǔ)學(xué)科,作文恰好是學(xué)生語(yǔ)文知識(shí)與能力的綜合表現(xiàn),在培養(yǎng)學(xué)生語(yǔ)文素養(yǎng)方面發(fā)揮著重要作用。縱觀(guān)整個(gè)作文教學(xué)過(guò)程,評(píng)改是相當(dāng)重要的一環(huán),是對(duì)作文命題、行文、感情表達(dá)的審閱和反饋。然而當(dāng)我們把目光投向當(dāng)前作文評(píng)改的大環(huán)境,可以感受到這樣的現(xiàn)象:教師改文“業(yè)至辛勤”而“功夫同于虛擲”1,評(píng)改教學(xué)模式稍顯陳舊,評(píng)改課堂收效甚微。初中階段的學(xué)生正如“日出之陽(yáng)”,是感知覺(jué)發(fā)展的關(guān)鍵期,如何使學(xué)生評(píng)其所當(dāng)評(píng),改其所當(dāng)改,達(dá)到以評(píng)促改,以改促寫(xiě),是當(dāng)今教育中亟待進(jìn)一步研究的課題,也是本人研究的主要方向�！敖潭谎袆t淺,研而不教則空”2,為了修正當(dāng)今教育中“淺”、“空”的不足,我們應(yīng)當(dāng)教研結(jié)合,在教育學(xué)、心理學(xué)知識(shí)的指導(dǎo)下,實(shí)事求是地開(kāi)展調(diào)查研究,整理歸納出科學(xué)有效的作文評(píng)改教學(xué)模式,最終合理的運(yùn)用于教學(xué)實(shí)踐。論文引言部分是對(duì)國(guó)內(nèi)外作文評(píng)改教學(xué)的研究現(xiàn)狀進(jìn)行簡(jiǎn)要總結(jié),引出新型的初中作文分組互助評(píng)改教學(xué)模式。第一章則是從筆者對(duì)信陽(yáng)市三所初中學(xué)校部分師生在評(píng)改方面的調(diào)查和訪(fǎng)談入手,結(jié)果表明教師普遍受繁重的批改作文工作的困擾,其觀(guān)念更新速度稍顯緩慢等等。學(xué)生方面則相對(duì)重視評(píng)改,對(duì)轉(zhuǎn)變?cè)u(píng)改模式持較大的接受態(tài)度,但自身評(píng)改知識(shí)和能力較為欠缺。針對(duì)教師與學(xué)生所反映的問(wèn)題,在第二章對(duì)初中作文分組互助評(píng)改教學(xué)模式的內(nèi)涵進(jìn)行系統(tǒng)的闡述,主要論及其理論依據(jù)、基本原則、主要意圖、基本特征這四個(gè)方面。緊接著便是本文的重點(diǎn)所在,第三章就該評(píng)改教學(xué)模式實(shí)施的三個(gè)階段:準(zhǔn)備階段、操作階段、評(píng)價(jià)階段就進(jìn)行詳細(xì)闡述。準(zhǔn)備階段主要以提升教者素質(zhì)、鍛造評(píng)改內(nèi)功、營(yíng)造評(píng)改氛圍、培植評(píng)改能力及教材遷移練筆為著眼點(diǎn),為操作階段打下堅(jiān)實(shí)的基礎(chǔ)。接下來(lái)操作階段從宣傳動(dòng)員到集體評(píng)講例文,而后依次為學(xué)生自評(píng)、小組互評(píng)、課堂推薦佳作、教師復(fù)閱補(bǔ)差以及家長(zhǎng)共享習(xí)得這七個(gè)環(huán)節(jié),并結(jié)合具體案例加以詳細(xì)具體的闡述。最后一階段多維評(píng)價(jià)與成績(jī)?cè)u(píng)價(jià)結(jié)合,知困更加知不足。第四章提出一些注意事項(xiàng),加以補(bǔ)充完善。本論題的研究旨在通過(guò)作文分組互助評(píng)改教學(xué)模式的構(gòu)建和實(shí)施,在互助合作中培養(yǎng)初中生的創(chuàng)新精神、自學(xué)能力,真正打破“一元評(píng)價(jià)主體”,將成千上萬(wàn)的教師從繁復(fù)的精批細(xì)改中解放出來(lái),把更多的精力投入教研、教改中去。
[Abstract]:Junior middle school Chinese is a basic subject, composition is the comprehensive expression of students' Chinese knowledge and ability, and plays an important role in cultivating students' Chinese literacy.Throughout the whole composition teaching process, the evaluation is a very important link, is the composition proposition, writing, emotional expression review and feedback.However, when we look at the current environment of composition evaluation, we can feel such a phenomenon: teachers change the essay "work to hard" and "Kung Fu is equal to throw" 1, the teaching mode of evaluation is a little outmoded, and the classroom evaluation has little effect.Students in junior middle school are like "Sunrise of Sunrise", which is a critical period for the development of perception. How to make students evaluate what they should comment on, how to change it, and how to improve it by evaluation and writing is an urgent task to be further studied in today's education.It is also the main direction of my research.In order to correct the deficiency of "shallow" and "empty" in today's education, we should combine teaching and research and carry out investigation and research in a practical and realistic manner under the guidance of pedagogy and psychological knowledge.The scientific and effective teaching mode of composition evaluation is summarized and applied in teaching practice.The introduction part is a brief summary of the current situation of composition evaluation teaching at home and abroad, leading to a new teaching mode of composition evaluation in junior high school.The first chapter is from the author of Xinyang three junior high school teachers and students in the evaluation of the investigation and interviews, the results show that teachers are generally troubled by the heavy work of correcting the composition, its concept is slightly slow to update and so on.On the other hand, the students pay more attention to the evaluation and take a more receptive attitude to changing the evaluation mode, but their own evaluation knowledge and ability are relatively lacking.Aiming at the problems reflected by teachers and students, in the second chapter, the connotation of the teaching mode of composition grouping and mutual aid evaluation in junior high school is systematically expounded, which mainly deals with its theoretical basis, basic principles, main intention and basic characteristics.Then there is the focus of this paper, the third chapter on the evaluation of the three stages of the implementation of the teaching model: the preparation phase, the operation phase, the evaluation phase on the detailed elaboration.The preparation stage mainly focuses on improving the quality of the teacher, forging the internal work of evaluation, creating the atmosphere of evaluation, cultivating the ability of evaluation and the transfer of teaching materials and practicing pen, so as to lay a solid foundation for the operation stage.The next operational stage is from propaganda mobilization to collective evaluation of examples, followed by students' self-assessment, group evaluation, classroom recommendations, teachers' rereading and supplement, and parents' shared acquisition.Combined with specific cases to be elaborated in detail.In the last stage, the multi-dimensional evaluation and achievement evaluation are combined to make it more difficult to know.The fourth chapter puts forward some points for attention, to complement and perfect.The purpose of this thesis is to cultivate the creative spirit of junior high school students in the process of mutual aid and cooperation, and to break the "monistic evaluation subject" through the construction and implementation of the teaching mode of composition grouping mutual aid evaluation.To liberate thousands of teachers from complicated and meticulous criticism and reform and devote more energy to teaching and research and teaching reform.
【學(xué)位授予單位】：信陽(yáng)師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.34

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