發(fā)布時間：2018-04-29 01:42

  本文選題：初中 + 寫作教學(xué)　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：寫作教學(xué)一直是語文教學(xué)工作的重要組成部分,也是語文教學(xué)工作的難點。在當(dāng)前的語文測試中,對于寫作的測試主要以作文的形式呈現(xiàn),作文成績的好壞直接影響著語文成績的好壞。寫作教學(xué)的質(zhì)量對語文教學(xué)的質(zhì)量有著舉足輕重的影響。在日常教學(xué)中,寫作卻已然成為了大部分教師和學(xué)生頭疼的內(nèi)容,提起寫作便一籌莫展。在這種情況下,依靠專門的作文課來培養(yǎng)學(xué)生的寫作能力、提高學(xué)生的寫作水平,并不是一條高效、實用的途徑,探究一條與課內(nèi)閱讀有效結(jié)合的寫作教學(xué)方法尤為重要。閱讀是繼承前人精神遺產(chǎn)、增長學(xué)識,幫助我們認(rèn)識社會生活,提高寫作能力必不可少的重要途徑。隨文寫作是一種將閱讀教學(xué)和寫作教學(xué)結(jié)合起來,將寫作練習(xí)有機地融入閱讀中,從讀中學(xué)習(xí)寫作的一種可操作性強且有效的寫作訓(xùn)練方法。結(jié)合我的工作實踐和經(jīng)驗,本論文以寫作教學(xué)方法“隨文寫作”為研究對象,提出引導(dǎo)學(xué)生在潛心領(lǐng)會語文教材的前提下,從教材中汲取營養(yǎng),將閱讀材料作為學(xué)生寫作資源的思路。通過文獻(xiàn)研究法、行動研究法、案例研究法等研究方法,探討如何在閱讀教學(xué)中,充分利用教材,引導(dǎo)學(xué)生在充分理解教材的前提下,從閱讀中汲取寫作的相關(guān)知識,從而提高寫作能力。本論文從探究“讀”與“寫”的關(guān)系入手,溯源“讀寫結(jié)合”的歷史,充分論證“隨文寫作”是在“讀寫結(jié)合”的教學(xué)實踐研究中發(fā)展出來的,是以充分的理論作為依據(jù)的。分析隨文寫作對于學(xué)生的寫作具有的重大意義。隨文寫作可以激發(fā)學(xué)生的寫作欲望;隨文寫作可以加深學(xué)生對課文的理解;隨文寫作可以培養(yǎng)學(xué)生良好的寫作習(xí)慣。以青島市嶗山區(qū)九年級2180名學(xué)生語文質(zhì)量檢測為例,通過具體地分析,了解學(xué)生的寫作狀況。同時關(guān)注教師在寫作教學(xué)中“教”的因素,社會、學(xué)校對于寫作教學(xué)的態(tài)度,和寫作教材的因素,總結(jié)出寫作教學(xué)中存在的主要問題,及原因分析。即學(xué)生閱讀量少,寫作素材積累缺乏;寫作實踐少,寫作經(jīng)驗積累缺乏。教師在日常教學(xué)中往往將閱讀教學(xué)與寫作教學(xué)相分裂;在進(jìn)行寫作內(nèi)容的講評時籠統(tǒng),缺乏針對性;忽視寫作的示范性。同時,社會和學(xué)校對寫作課程重視不夠;人教版語文教材中的寫作指導(dǎo)沒有形成系統(tǒng)等。在上述研究的基礎(chǔ)上,提出隨文寫作的基本形式,從寫作方法的模仿和提升,情感的感悟和升華,素材的積累和運用三個方面進(jìn)行全方面的隨文寫作練習(xí)的訓(xùn)練研究。從隨文寫作實踐的具體措施探究著手,在實踐操作中提出了諸多可行的、高效的方案。關(guān)注寫作中寫作動力與寫作激情的激發(fā),教科書的使用,關(guān)注“互聯(lián)網(wǎng)+”的教學(xué)情境。通過對這些方案進(jìn)行探究,以增強學(xué)生的語文素養(yǎng)為最終目標(biāo),對讀寫結(jié)合進(jìn)行更為有效的探索,促進(jìn)閱讀教學(xué)和寫作教學(xué)的共同提高。
[Abstract]:Writing teaching has always been an important part of Chinese teaching, but also a difficulty in Chinese teaching. In the current Chinese language test, the test of writing is mainly presented in the form of composition, and the quality of composition achievement directly affects the quality of Chinese achievement. The quality of writing teaching plays an important role in the quality of Chinese teaching. In daily teaching, writing has become a headache for most teachers and students. In this case, it is not an efficient and practical way to cultivate students' writing ability and improve their writing ability by relying on special composition courses. It is particularly important to explore a writing teaching method which is effectively combined with in-class reading. Reading is an indispensable way to inherit the spiritual heritage of our predecessors, to increase our knowledge, to help us understand social life and to improve our writing ability. Text writing is a kind of operative and effective writing training method, which combines reading teaching with writing teaching, organically integrates writing practice into reading, and learns to write from reading. Combining with my work practice and experience, this paper takes writing teaching method "writing with the text" as the research object, and proposes to guide the students to absorb the nutrition from the teaching material under the premise of deeply understanding the Chinese teaching material. Take reading materials as students' writing resources. Through the research methods of literature research, action research and case study, this paper discusses how to make full use of teaching materials in reading teaching, and guide students to learn the relevant knowledge of writing from reading on the premise of fully understanding the teaching materials. So as to improve the writing ability. This thesis begins with the exploration of the relationship between "reading" and "writing", traces the history of "combination of reading and writing", and fully demonstrates that "writing with text" is developed in the teaching practice of "combination of reading and writing" and is based on sufficient theory. This paper analyzes the significance of accompanying writing to students' writing. Text writing can stimulate students' writing desire, text writing can deepen students' understanding of the text, and accompanying writing can cultivate students' good writing habits. Taking the language quality test of 2180 students in Laoshan District of Qingdao as an example, this paper analyzes the writing condition of the students. At the same time, we pay attention to the factors of "teaching" in the writing teaching, the attitude of the society and the school towards the teaching of writing, and the factors of the writing teaching materials, and sum up the main problems in the teaching of writing and the analysis of the reasons. That is, students have less reading amount, less writing material accumulation, less writing practice and less writing experience. Teachers often divide the teaching of reading from the teaching of writing in their daily teaching; they make general comments on the content of writing, lack pertinence, and neglect the demonstration of writing. At the same time, the society and the school pay less attention to the writing curriculum. On the basis of the above research, this paper puts forward the basic forms of accompanying writing, including the imitation and promotion of writing methods, the feeling and sublimation of emotion, the accumulation and application of materials, and the training and research of writing practice in all aspects. From the concrete measures of writing practice, this paper puts forward many feasible and efficient schemes in practice. Attention should be paid to the motivation and passion of writing, the use of textbooks and the teaching situation of the Internet. Through the exploration of these programs, to enhance students' Chinese literacy as the ultimate goal, to read and write a more effective combination of exploration, to promote the teaching of reading and writing to improve together.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.34

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