本文選題：寫作評(píng)價(jià) + 作文教學(xué)��； 參考：《延邊大學(xué)》2017年碩士論文

【摘要】：寫作評(píng)價(jià)在寫作教學(xué)中占據(jù)十分重要的位置,但在具體實(shí)踐中卻很難把握,一直是一線教育工作者的難題。它的意義無(wú)可替代,不僅是對(duì)教師教學(xué)效果、學(xué)生練習(xí)成果的檢驗(yàn),同時(shí)也影響著后續(xù)教學(xué)活動(dòng)的完善、學(xué)生寫作的自信和發(fā)展。根據(jù)在延邊第二中學(xué)發(fā)放的調(diào)查問(wèn)卷顯示,目前的寫作評(píng)價(jià)還是不太理想,盡管新課程理念實(shí)行多年,但真正在具體實(shí)踐中落實(shí)還是會(huì)遇到各種因素的阻礙,在整個(gè)評(píng)價(jià)過(guò)程中,學(xué)生本應(yīng)作為評(píng)價(jià)主體,但數(shù)據(jù)明確顯示學(xué)生缺乏自評(píng)的信心,在評(píng)價(jià)過(guò)程中過(guò)于被動(dòng),主要依賴于教師對(duì)自己的作文進(jìn)行評(píng)價(jià),主要還是采用"教師講—學(xué)生寫—教師評(píng)"的模式,學(xué)生的主體作用以及后續(xù)寫作連續(xù)性方面都存在一定的問(wèn)題,教師付出了很多的心血,學(xué)生在這一方面沒(méi)有正確的認(rèn)知,缺乏主動(dòng)性,無(wú)論教師還是學(xué)生在寫作評(píng)價(jià)方面都收效甚微。要想改變這一現(xiàn)狀,就要具體分析寫作評(píng)價(jià)在各個(gè)環(huán)節(jié)、各個(gè)方面哪里出現(xiàn)了問(wèn)題,無(wú)論是學(xué)校、教師,還是學(xué)生,都要正視寫作評(píng)價(jià),積極找到自身的優(yōu)缺點(diǎn),優(yōu)點(diǎn)繼續(xù)發(fā)揚(yáng)光大,針對(duì)不足之處做好相應(yīng)的對(duì)策進(jìn)行改進(jìn),以便能夠提升延邊第二中學(xué)的寫作評(píng)價(jià)。本文以我國(guó)語(yǔ)文新課程理念為依據(jù),采取文獻(xiàn)法、問(wèn)卷調(diào)查法、觀察法來(lái)獲得第一手?jǐn)?shù)據(jù)進(jìn)行研究,主要從以下幾個(gè)方面來(lái)展開論述的:第一章緒論部分主要闡述了寫作評(píng)價(jià)研究的目的、意義、方法,同時(shí)對(duì)寫作評(píng)價(jià)的國(guó)內(nèi)外研究現(xiàn)狀進(jìn)行了梳理,了解了寫作評(píng)價(jià)前沿的理論、研究方法,并對(duì)寫作評(píng)價(jià)相關(guān)的概念進(jìn)行了界定;第二章主要闡述寫作評(píng)價(jià)研究的理論依據(jù),主要以《普通高中語(yǔ)文課程標(biāo)準(zhǔn)》的課程理念和評(píng)價(jià)建議、現(xiàn)代寫作學(xué)理論為依據(jù)論述了其相關(guān)觀點(diǎn);第三章闡述的是對(duì)延邊第二中學(xué)寫作評(píng)價(jià)情況的調(diào)查與分析,通過(guò)分類、整合、分析調(diào)查問(wèn)卷中的數(shù)據(jù),來(lái)觀察學(xué)校方面、教師方面、學(xué)生方面在有關(guān)寫作評(píng)價(jià)方面的表現(xiàn),為進(jìn)一步研究奠定基礎(chǔ);第四章主要闡述對(duì)延邊第二中學(xué)寫作評(píng)價(jià)現(xiàn)狀的分析,以第三章整合的數(shù)據(jù)為依據(jù),分別從學(xué)校、教師、學(xué)生的角度分析其優(yōu)缺點(diǎn),找出寫作評(píng)價(jià)實(shí)施效果不佳的原因;第五章主要是針對(duì)第四章中發(fā)現(xiàn)的寫作評(píng)價(jià)中的不足之處,分別從學(xué)校、教師、學(xué)生的角度有針對(duì)性地提出一些對(duì)策和建議,以供參考,希望能夠豐富延邊第二中學(xué)寫作評(píng)價(jià)的內(nèi)容及方式,能夠在教學(xué)中完善寫作評(píng)價(jià)。最后是結(jié)論部分,主要對(duì)本論文的研究?jī)?nèi)容進(jìn)行一個(gè)宏觀地總結(jié)和說(shuō)明,豐富了寫作評(píng)價(jià)的方法和內(nèi)容。
[Abstract]:Writing evaluation occupies a very important position in writing teaching, but it is difficult to grasp in practice. Its significance is irreplaceable, not only the test of teachers' teaching effect and students' practice achievement, but also the improvement of teaching activities, the confidence and development of students' writing. According to the questionnaire sent out in Yanbian No. 2 Middle School, the current writing evaluation is still not very ideal. Although the new curriculum concept has been practiced for many years, the implementation of the new curriculum in concrete practice will still meet with obstacles of various factors. In the whole process of evaluation, students should be the main body of evaluation, but the data clearly show that students lack confidence in self-assessment and are too passive in the process of evaluation, and mainly rely on teachers to evaluate their compositions. Mainly using the mode of "teacher-speaking, student-writing-teacher evaluation", there are certain problems in the main role of students and the continuity of subsequent writing. The teachers have paid a lot of effort, and the students do not have a correct understanding of this aspect. Lack of initiative, whether teachers or students in the evaluation of writing have little effect. To change this situation, it is necessary to analyze concretely the problems in all aspects and aspects of the evaluation of writing. Whether it is schools, teachers or students, they should face up to the evaluation of writing and actively find their own advantages and disadvantages. In order to improve the writing evaluation of Yanbian No. 2 Middle School, the advantages continue to develop and the corresponding countermeasures are improved. Based on the concept of the new Chinese curriculum in China, this paper adopts the methods of literature, questionnaire and observation to obtain first-hand data for research. Mainly from the following aspects to start the discussion: the first chapter of the introduction mainly describes the purpose, significance, methods of the study of writing evaluation, at the same time, the domestic and foreign research on the evaluation of writing is reviewed. This part introduces the theory and research methods of writing evaluation, and defines the related concepts of writing evaluation. The second chapter mainly expounds the theoretical basis of writing evaluation research. Based on the curriculum concept and evaluation suggestion of the Chinese Curriculum Standard of General Senior Middle School, this paper discusses the related viewpoints based on the theory of modern writing. Chapter three discusses the investigation and analysis of the writing evaluation in the second middle school of Yanbian, and classifies it into three parts, the third chapter is about the investigation and analysis of the writing evaluation of the second middle school in Yanbian. Integrating and analyzing the data in the questionnaire to observe the performance of the school, teachers and students in the aspect of writing evaluation, so as to lay a foundation for further research; The fourth chapter mainly expounds the analysis of the present situation of the second middle school writing evaluation in Yanbian, based on the data integrated in the third chapter, analyzes its advantages and disadvantages from the perspectives of schools, teachers and students, and finds out the reasons for the poor implementation effect of the writing evaluation. The fifth chapter is mainly aimed at the shortcomings of writing evaluation found in chapter four, respectively from the perspective of schools, teachers and students to put forward some countermeasures and suggestions for reference. The author hopes to enrich the content and method of writing evaluation in Yanbian No.2 Middle School and improve the writing evaluation in teaching. The last part is the conclusion, which mainly summarizes and explains the research content of this thesis, which enriches the methods and contents of writing evaluation.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.34

【參考文獻(xiàn)】

相關(guān)期刊論文 前8條

1 楊潔;;改進(jìn)評(píng)價(jià)方式 促進(jìn)學(xué)生寫作[J];上海教育;2015年Z1期

2 呂惠英;;初中語(yǔ)文寫作評(píng)價(jià)的現(xiàn)狀及對(duì)策研究[J];考試周刊;2014年16期

3 邱荷蘭;;論高中語(yǔ)文教學(xué)中的讀寫整合教學(xué)策略[J];考試周刊;2013年65期

4 李琳;;小議高中語(yǔ)文寫作教學(xué)的評(píng)價(jià)方式[J];青少年日記(教育教學(xué)研究);2011年12期

5 王玲;;高中語(yǔ)文寫作教學(xué)評(píng)價(jià)的初步探討[J];出國(guó)與就業(yè)(就業(yè)版);2010年16期

6 郭家海;;高中寫作教學(xué):構(gòu)建基于發(fā)展性評(píng)價(jià)的表達(dá)升級(jí)體系[J];教育測(cè)量與評(píng)價(jià)(理論版);2010年08期

7 黃厚江;;作文評(píng)價(jià)的標(biāo)準(zhǔn)及其實(shí)施辦法[J];語(yǔ)文教學(xué)通訊;2008年29期

8 李碩臣;;檔案袋評(píng)價(jià)及其在高中語(yǔ)文寫作教學(xué)中的運(yùn)用[J];現(xiàn)代語(yǔ)文(教學(xué)研究版);2008年01期

相關(guān)碩士學(xué)位論文 前10條

1 盧帥群;寫作教學(xué)中寫作能力評(píng)價(jià)研究[D];陜西師范大學(xué);2015年

2 高達(dá);高中語(yǔ)文寫作教學(xué)評(píng)價(jià)研究[D];安徽師范大學(xué);2014年

3 劉維琴;高中語(yǔ)文《新課標(biāo)》“評(píng)價(jià)建議”之體系化研究[D];四川師范大學(xué);2013年

4 宋宴賓;新課標(biāo)視野下初中生寫作素養(yǎng)評(píng)價(jià)研究[D];四川師范大學(xué);2013年

5 陳時(shí)曙;高中語(yǔ)文寫作教學(xué)的過(guò)程性評(píng)價(jià)的應(yīng)用研究[D];東北師范大學(xué);2011年

6 張建春;高中語(yǔ)文作文評(píng)價(jià)研究[D];延邊大學(xué);2010年

7 郭文娟;高中語(yǔ)文教學(xué)中的作文評(píng)價(jià)研究[D];山西師范大學(xué);2010年

8 縣曉晴;構(gòu)建整體寫作教學(xué)模式的理論思考[D];西北師范大學(xué);2008年

9 吳凌英;《普通高中語(yǔ)文課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）》研究[D];東北師范大學(xué);2007年

10 張艷;新課程下語(yǔ)文發(fā)展性學(xué)習(xí)評(píng)價(jià)研究[D];山東師范大學(xué);2005年

，

本文編號(hào)：1879526