本文選題：圖們市第六中學 + 作文教學��； 參考：《延邊大學》2016年碩士論文

【摘要】：寫作是人們通過文字來開展交流、表達想法、抒情達意、記錄信息的一種重要方式。一個人綜合素質(zhì)高低的重要體現(xiàn)就是寫作能力的高低,掌握良好的寫作技能,能夠正確運用文字語言,是人們在社會上生存的重要能力。初中是培養(yǎng)寫作能力的重要階段,對于語文學科而言,它是語文教學的一項重要任務,又是語文教學的一個難點�！毒拍炅x務教育全日制初級中學語文教學大綱》對初中階段語文作文寫作提出了比小學階段作文寫作更為明確具體的要求。提高初中作文寫作能力是教育發(fā)展的客觀需要,也是國家和社會培養(yǎng)綜合性人才的必然要求。在新課改背景下,新式高效課堂盛行,傳統(tǒng)的作文教學方式方法已經(jīng)難以適應教育前進的潮流,各學校及廣大語文教師已經(jīng)意識到作文教學改革的重要性,積極探索作文教學的有效策略,并試圖通過采取符合教學規(guī)律的措施來推進作文教學的進步,但是從目前掌握的情況來看收效甚微,寫作教學已經(jīng)陷入轉(zhuǎn)型發(fā)展的“陣痛期”,高耗時、低效率的作文教學已經(jīng)成為制約初中語文課堂發(fā)展的最大障礙,深化作文教學的改革已經(jīng)迫在眉睫。本文以延邊朝鮮族自治州圖們市第六中學為研究對象,通過對作文教學現(xiàn)狀進行剖析,探索如今作文教學中存在的不利因素和瓶頸原因,為提高教師講學能力和學生寫作能力提出有效的方法和策略,對日后的初中作文教學進行小小的補益。本論文主要分為四個章節(jié)。第一章為緒論,介紹問題的提出、研究的目的和意義、國內(nèi)外研究現(xiàn)狀、研究范圍和方法。第二章為理論基礎,主要從“新課標”要求、“現(xiàn)代寫作教學理論”、“建構主義理論”方面的提煉有關理論成果為本文作為理論依據(jù)。第三章為圖們市第六中學作文教學現(xiàn)狀調(diào)查。采取問卷調(diào)查、訪談法、觀察法等,分別從學校、教師、學生三個層面調(diào)查當前作文教學現(xiàn)狀,同時對圖們市第六中學作文教學現(xiàn)狀與問題進行分析,一方面發(fā)現(xiàn)圖們市第六中學作文教學取得了一定成效,具體表現(xiàn)為：作文教學體系相對完善、開放式課堂優(yōu)勢明顯、作文教學時間比較合理,另一方面發(fā)現(xiàn)在作文教學中存在的問題和不足,具體表現(xiàn)為：學校教學模式不統(tǒng)一、作文教科研活動缺乏,教師作文教學素養(yǎng)有待提高、對學情分析不足,學生作文寫作內(nèi)容空泛、朝漢學生的作文水平差異明顯、自主學習能力不足。第四章為對圖們市第六中學作文教學的改進建議,針對第三章查找出的問題和不足提出了如下策略：學校方面應構建核心作文教學理念、組織開展作文教科研活動,教師方面應轉(zhuǎn)變思想觀念、提高作文教學素養(yǎng)、注重課后作文寫作輔導、兼顧學生成分差異,學生應該加強積累寫作素材、豐富課后實踐、提升自主學習能力。最后部分內(nèi)容是本論文的結語和致謝。
[Abstract]:Writing is an important way for people to communicate, express their ideas, express their feelings and record information. An important embodiment of a person's comprehensive quality is the level of writing ability. It is an important ability for people to survive in society to master good writing skills and to be able to use the written language correctly. Junior middle school is an important stage to cultivate writing ability, for Chinese subject, it is an important task of Chinese teaching. It is also a difficult point in Chinese teaching. < syllabus of Chinese Teaching in Nine-year compulsory Education Full-time Junior Middle School] puts forward more explicit and specific requirements for Chinese composition writing in junior middle school than in primary school. To improve the ability of composition writing in junior high school is the objective need of the development of education, and is also the inevitable requirement for the country and society to cultivate comprehensive talents. Under the background of the new curriculum reform, the new and efficient classroom is prevailing, the traditional composition teaching method has been difficult to adapt to the trend of education, and the Chinese teachers and schools have realized the importance of the composition teaching reform. Actively exploring the effective strategies of composition teaching, and trying to promote the progress of composition teaching by adopting measures that conform to the teaching rules. However, from the current situation, there has been little effect. Writing teaching has fallen into a "painful period" of transformation and development. The high time consuming and low efficiency composition teaching has become the biggest obstacle to the development of junior middle school Chinese classroom, and it is urgent to deepen the reform of composition teaching. This paper takes the sixth Middle School of Tumen City, Yanbian Korean Autonomous Prefecture, as the research object, through the analysis of the present situation of composition teaching, explores the unfavorable factors and bottleneck reasons existing in the composition teaching nowadays. In order to improve teachers' teaching ability and students' writing ability, this paper puts forward effective methods and strategies, and makes little contribution to the future composition teaching in junior high school. This paper is divided into four chapters. The first chapter is the introduction, the introduction of the question, the purpose and significance of the research, the current situation of research at home and abroad, the scope and methods of the research. The second chapter is the theoretical basis, mainly from the requirements of "New Curriculum Standard", "Modern Writing Teaching Theory", "Constructivism Theory" as the theoretical basis of this paper. The third chapter is the investigation of the present situation of composition teaching in the sixth middle school of Tumen City. By means of questionnaire, interview and observation, this paper investigates the present situation of composition teaching from three aspects of school, teacher and student, and analyzes the present situation and problems of composition teaching in Tumen No. 6 Middle School. On the one hand, it is found that the composition teaching of the sixth middle school in Tumen City has made some achievements, which are shown as follows: the composition teaching system is relatively perfect, the open classroom advantages are obvious, and the composition teaching time is reasonable. On the other hand, the problems and shortcomings in composition teaching are found in the following aspects: the school teaching mode is not uniform, the composition teaching and research activities are lacking, the teachers' composition teaching literacy needs to be improved, and the analysis of the learning situation is insufficient. Students' composition writing content is vague, the Korean and Chinese students' composition level difference is obvious, the independent learning ability is insufficient. The fourth chapter is to improve the composition teaching of the sixth middle school in Tumen City. In view of the problems and shortcomings found out in the third chapter, the following strategies are put forward: the school should construct the core composition teaching idea, organize and carry out the composition teaching and research activities. Teachers should change ideas, improve composition teaching literacy, pay attention to after-school composition writing guidance, take into account the differences of students' composition, students should strengthen the accumulation of writing materials, enrich after-school practice, and improve their independent learning ability. The last part is the conclusion and thanks of this paper.
【學位授予單位】：延邊大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.34

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