本文選題：高中語文 + 縱向認知工具理論��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：面對當下作文套作嚴重,一切寫作服務(wù)于應(yīng)試需要的現(xiàn)狀,本人從高中作文教學(xué)的實際情況出發(fā),力爭將縱向認知工具的理念切實有效地應(yīng)用到作文教學(xué)中,提出具有理論基礎(chǔ)和實踐意義的富有想象力的教學(xué)策略,最終幫助師生走出作文教學(xué)和學(xué)習(xí)寫作的困境�！案挥邢胂罅Α钡慕逃�,是指教師借助于適當?shù)恼J知工具,在教學(xué)過程中有效激發(fā)學(xué)生的情感、想象力和智慧的教育理論與實踐體系。本次研究初步嘗試在高中語文作文教學(xué)中主要運用基蘭·伊根教授團隊的縱向認知工具理論,并結(jié)合觀察法、實戰(zhàn)練習(xí)法、歸納總結(jié)法等研究方法,將高中語文作文教學(xué)從身體理解、神話理解、浪漫理解、哲學(xué)理解四個角度,綜合運用基蘭·伊根團隊的縱向認知理論工具(馬克·菲特的“富有想象力的參與工具”的八種基本縱向認知工具:掌握規(guī)律、捕捉細節(jié)、洞悉構(gòu)成、洞察可能性、抓住矛盾、理解指數(shù)、把握整體、悅納沖突),有效激發(fā)學(xué)生的想象力,培養(yǎng)學(xué)生的想象思維力和辯證思維。作為一名一線的語文老師,筆者發(fā)現(xiàn)高中階段學(xué)生想象力水平明顯升高。筆者在日常教學(xué)中努力把學(xué)生已有的審美想象素養(yǎng)更好的利用在文學(xué)作品的閱讀與寫作中,提高學(xué)生文學(xué)想象力。筆者結(jié)合高中生的語文學(xué)習(xí)現(xiàn)狀,理性看待想象力在高中生語文學(xué)習(xí)過程中的價值和作用,探索培養(yǎng)其文學(xué)想象力的原則與策略,激發(fā)語文教師在教學(xué)中的創(chuàng)造性和想象力。該論文以大數(shù)據(jù)思想理念為指引,以潘慶玉教授《富有想象力的教學(xué)設(shè)計》一書為指導(dǎo),結(jié)合自己多年教學(xué)經(jīng)驗建立高中三年一貫的寫作訓(xùn)練序列,努力體現(xiàn)高中作文教學(xué)的整體性和系統(tǒng)性。本文分析了論文選題的意義和國內(nèi)外關(guān)于該課題的研究現(xiàn)狀。注重從實踐出發(fā),從學(xué)生實際情況出發(fā),運用邏輯學(xué)、教育學(xué)、心理學(xué)及其他相關(guān)學(xué)科的理論與方法,分析富有想象力的作文教學(xué)對學(xué)生寫作的重要意義。在高中作文教學(xué)活動中通過對縱向認知工具的研究運用,并結(jié)合文學(xué)社、朗讀社、繪畫社等社團活動的延伸訓(xùn)練與學(xué)生一起進行富有想象力的高中作文寫作。經(jīng)過本人的實踐摸索,通過富有想象力的高中作文寫作教學(xué)設(shè)計有效地激發(fā)學(xué)生的寫作熱情,讓學(xué)生在作文創(chuàng)作過程中插上想象力的翅膀,進行充滿思辨力與創(chuàng)造力的寫作,寫出富有個性想象力的作文。全文內(nèi)容共分四大部分。引言部分分析了論文選題的意義和國內(nèi)外關(guān)于該課題的研究現(xiàn)狀及發(fā)展趨勢,介紹了研究的方法、研究的目的及主要內(nèi)容;第一章主要介紹了高中作文教學(xué)現(xiàn)狀及問題分析,分析了高中生文學(xué)想象力的培養(yǎng)的必要性和可行性。第二章闡述了富有想象力的教學(xué)設(shè)計理念及其價值基本概念。第三章到第四章重點介紹了富有想象力的寫作理念指導(dǎo)下的高中作文教學(xué)過程。
[Abstract]:In the face of the serious writing practice and the fact that all writing serves the needs of examination-oriented writing, I try my best to apply the idea of vertical cognitive tools to composition teaching from the actual situation of composition teaching in senior high school. This paper puts forward imaginative teaching strategies with theoretical basis and practical significance, and finally helps teachers and students out of the dilemma of composition teaching and learning writing. "imaginative" education refers to the educational theory and practice system in which teachers, with the help of appropriate cognitive tools, can effectively stimulate students' emotion, imagination and wisdom in the teaching process. This study primarily tries to use the longitudinal cognitive tool theory of Professor Kieran Egan's team in senior high school Chinese composition teaching, combined with observation method, actual combat practice method, induction and summary method, and so on. From the four angles of body understanding, myth understanding, romantic understanding and philosophical understanding, the composition teaching of senior high school Chinese is introduced. Combining the vertical cognitive tools of the Kieran Egan team (Mark Fitt's "imaginative participatory tool" of eight basic vertical cognitive tools: mastering laws, capturing details, understanding composition, insight into possibilities, seizing contradictions, Understanding the index, grasping the whole, accepting the conflict, effectively arousing students' imagination, cultivating students' imagination and dialectical thinking. As a first-line Chinese teacher, the author found that high school students' imagination level increased significantly. In the daily teaching, the author tries to make better use of the students' aesthetic imagination literacy in the reading and writing of literary works, so as to improve the students' literary imagination. According to the present situation of Chinese learning in senior high school students, the author considers rationally the value and function of imagination in the course of high school students' Chinese learning, explores the principles and strategies of cultivating their literary imagination, and stimulates the creativity and imagination of Chinese teachers in teaching. This paper is guided by the idea of big data, guided by Professor Pan Qingyu's "imaginative instructional Design", and combined with his own teaching experience for many years to establish a consistent writing training sequence for three years in senior high school. Try to embody the integrity and systematicness of composition teaching in senior high school. This paper analyzes the significance of the topic and domestic and international research on the subject. Based on the theory and method of logic, pedagogy, psychology and other related subjects, the importance of imaginative composition teaching to students' writing is analyzed. Through the research and application of longitudinal cognitive tools in high school composition teaching activities and combining with the extension training of literary society, reading club, painting club and so on, the students are engaged in imaginative high school composition writing together. Through my practical exploration, through the imaginative high school composition writing teaching design to effectively arouse the students' writing enthusiasm, let the students in the composition writing process insert the wings of imagination, and carry on the speculative and creative writing. Write an imaginative composition. The full text is divided into four parts. The introduction part analyzes the significance of the topic and the research status and development trend of the topic at home and abroad, introduces the research methods, research purposes and main contents; the first chapter mainly introduces the current situation and problem analysis of senior high school composition teaching. This paper analyzes the necessity and feasibility of cultivating the literary imagination of high school students. The second chapter elaborates the imaginative teaching design idea and its value basic concept. The third to fourth chapters mainly introduce the teaching process of high school composition under the guidance of imaginative writing idea.
【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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