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

【摘要】：“作前指導(dǎo)”作為我國傳統(tǒng)的寫作教學(xué)模式,彌補(bǔ)了學(xué)生寫作認(rèn)知的空缺,提高了寫作教學(xué)的效率,使學(xué)生在短時(shí)間內(nèi)就能夠掌握寫作技能。但是,“作前指導(dǎo)”的弊端也是顯而易見的,作文結(jié)構(gòu)的模式化,作文語言的辭藻化,作文內(nèi)容的假大空,都是“作前指導(dǎo)”寫作教學(xué)的后遺癥。寫作不再是一種生命的言說,而成為考試取得高分的一個(gè)跳板。這種對創(chuàng)作主體的生命扼殺,使我國寫作教學(xué)長期處于癱瘓狀態(tài),止步不前。管建剛老師在自身的寫作教學(xué)實(shí)踐活動(dòng)中,對作文教學(xué)進(jìn)行了一場深刻的變革,提出了“作后講評”的口號。葉圣陶先生在談及寫作技巧時(shí)就曾說過“只有我們自己去思索關(guān)于作文的法度,技巧等問題,有所領(lǐng)悟,自然每逢寫作,無不如愿了�！薄白骱笾v評”寫作教學(xué)的本質(zhì)是對寫作主體生命意識的喚醒,充分體現(xiàn)了教師指導(dǎo)性和學(xué)生主體性的現(xiàn)代教育教學(xué)觀念�！吧鼊�(dòng)力”說作為管建剛寫作教學(xué)思想的精髓,是其開展一切教學(xué)活動(dòng)的根本依據(jù)。無論是對教學(xué)目標(biāo)的設(shè)定、教學(xué)內(nèi)容的選擇、教學(xué)過程的設(shè)計(jì)、教學(xué)策略的使用都離不開這一主導(dǎo)思想。管建剛“作后講評”寫作教學(xué)的價(jià)值性在小語界已經(jīng)得到了認(rèn)可,眾多語文教師也對其教學(xué)課例進(jìn)行了系統(tǒng)化分析,對寫作教學(xué)內(nèi)容、寫作教學(xué)方法、寫作教學(xué)過程以及寫作教學(xué)意義等幾個(gè)方面都有研究。但是,研究的結(jié)果流于表面,形式化明顯,過于簡單。在管老師教學(xué)課例啟發(fā)下的教學(xué)實(shí)踐也以簡單模仿為主,缺乏對寫作教學(xué)本質(zhì)的理解,鮮有創(chuàng)新,難以發(fā)揮管老師“作后講評”寫作教學(xué)的指導(dǎo)意義和啟發(fā)價(jià)值。通過上述對管建剛“作后講評”寫作教學(xué)思想的論述,本文通過對管建剛老師“作后講評”寫作教學(xué)思想的系統(tǒng)研究,從四個(gè)方面對“作后講評”寫作教學(xué)做了深入探討。第一章主要介紹“作后講評”寫作教學(xué)的思想來源以及對其隱含的科學(xué)理論進(jìn)行闡釋,從而探究作后講評寫作教學(xué)的本質(zhì)內(nèi)涵。第二章筆者重點(diǎn)介紹了“作后講評”寫作教學(xué)的目標(biāo)和主要教學(xué)內(nèi)容,通過目標(biāo)來探究在具體教學(xué)過程中講評教學(xué)的宗旨及其核心要義。對于教學(xué)內(nèi)容主要從寫作知識講評著手,探尋其與傳統(tǒng)講評的本質(zhì)差異。第三章主要論述了“作后講評”寫作教學(xué)的過程和有效策略。通過對教學(xué)過程的分析探究“作后講評”的教學(xué)實(shí)踐價(jià)值和操作意義。從微觀和宏觀角度對講評教學(xué)的策略進(jìn)行分析,歸納出具體有效的教學(xué)方法。最后一章節(jié),以全面發(fā)展的態(tài)度綜合審視管建剛“作后講評”寫作教學(xué)成功的要義,并指出不足,提出客觀、科學(xué)的教學(xué)啟示,供一線語文教師參考。
[Abstract]:As the traditional writing teaching mode in our country, "Pre-writing instruction" makes up for the vacancy of students' writing cognition, improves the efficiency of writing teaching and enables students to master writing skills in a short time. However, the disadvantages of "guidance before doing" are also obvious. The stylization of composition structure, the rhetoric of composition language and the empty content of composition are the sequelae of writing teaching. Writing is no longer a word of life, but a springboard for getting high marks in exams. This stifling the life of the creative subject has paralyzed the teaching of writing in our country for a long time. In his writing teaching practice, teacher Guan Jiangang made a profound change in composition teaching and put forward the slogan of "comment after doing". Mr. Ye Shengtao once said when talking about writing skills, "only we think about the composition of the law, skills and other issues, to understand, of course, every writing, all want to feel." The essence of writing teaching is to awaken the life consciousness of the writing subject, which fully embodies the modern educational and teaching concept of teachers' guidance and students' subjectivity. As the quintessence of Guan Jiangang's writing teaching thought, the theory of "life motive force" is the fundamental basis for his carrying out all teaching activities. No matter the setting of teaching goal, the choice of teaching content, the design of teaching process and the use of teaching strategy can not be separated from this leading thought. The value of writing teaching has been recognized in small language circles by Guan Jiangang, and many Chinese teachers have also made systematic analysis of their teaching examples, and have made a systematic analysis of the teaching contents and teaching methods of writing. Writing teaching process and writing teaching significance are studied in several aspects. However, the results of the study flow on the surface, the formalization is obvious and too simple. The teaching practice inspired by Guan teacher's teaching example is also based on simple imitation, lacking understanding of the essence of writing teaching, lacking of innovation, and it is difficult to give full play to the guiding significance and enlightening value of Guan teacher's "comment after making comments" writing teaching. Based on the above discussion of Guan Jiangang's writing teaching thought of "post-comment", this paper makes a deep discussion on the writing teaching of "post-comment" from four aspects through the systematic study of Guan Jiangang's "post-comment" writing teaching thought. The first chapter mainly introduces the ideological source of writing teaching and the explanation of its implied scientific theory, so as to explore the essential connotation of post-comment writing teaching. In the second chapter, the author focuses on the teaching objectives and main contents of writing teaching, and probes into the purpose and the core meaning of the teaching in the process of teaching. The teaching content mainly starts from the writing knowledge comment, explores the essential difference between the writing knowledge comment and the traditional comment. The third chapter mainly discusses the writing teaching process and effective strategies. Through the analysis of teaching process, this paper explores the practical value and significance of teaching practice. This paper analyzes the teaching strategies from micro and macro angles, and concludes concrete and effective teaching methods. In the last chapter, the author comprehensively examines the essentials of the success of writing teaching in Guan Jiangang's "after making comments" with an all-round development attitude, and points out the shortcomings, and puts forward some objective and scientific teaching revelations for the reference of first-line Chinese teachers.
【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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