【摘要】：寫作教學(xué)歷來(lái)都是高中語(yǔ)文教學(xué)的重中之重,而議論文教學(xué)在高中語(yǔ)文寫作教學(xué)中的重要性更是不言而喻。從高中語(yǔ)文新課標(biāo)的設(shè)計(jì)意圖來(lái)看,強(qiáng)調(diào)通過(guò)寫作教學(xué)發(fā)展學(xué)生的思維能力,主張讓學(xué)生在寫作過(guò)程中進(jìn)行富有創(chuàng)意、個(gè)性的思想表達(dá),這都是課標(biāo)設(shè)計(jì)者的關(guān)注重心。在實(shí)際的議論文寫作與批改的過(guò)程中,我們也發(fā)現(xiàn)語(yǔ)言表達(dá)能力和思維能力同等重要。學(xué)生的語(yǔ)言運(yùn)用水平與學(xué)生的思維發(fā)展水平息息相關(guān),反過(guò)來(lái)思維能力的發(fā)展同樣也制約著語(yǔ)言的表達(dá)。在遵循思維規(guī)律和結(jié)合學(xué)情的基礎(chǔ)上,我們完全可以在高中語(yǔ)文寫作教學(xué)中科學(xué)、系統(tǒng)、全面、有針對(duì)性地發(fā)展學(xué)生的思維能力。我們發(fā)現(xiàn),在諸多文體中,議論文最能體現(xiàn)寫作者的思維能力,議論文寫作思維能力的訓(xùn)練理應(yīng)在高中語(yǔ)文寫作教學(xué)中得到重視。思維是非常抽象的,如何讓學(xué)生和教師在議論文寫作與教學(xué)過(guò)程中切實(shí)地了解學(xué)生思維水平的實(shí)際情況?我認(rèn)為可以將思維導(dǎo)圖應(yīng)用于高中議論文寫作思維教學(xué)中,思維導(dǎo)圖順應(yīng)了人類大腦的思維方式,以其可視化和層級(jí)化的優(yōu)勢(shì)既能夠幫助教師清晰地進(jìn)行作文知識(shí)的教學(xué)、了解學(xué)生寫作思維的實(shí)際水平,也能夠幫助學(xué)生觀察自己思維能力及寫作過(guò)程中存在的問(wèn)題和不足。本文將主要從素質(zhì)教育、新課程標(biāo)準(zhǔn)對(duì)高中生思維能力的要求入手,同時(shí)針對(duì)現(xiàn)今議論文寫作思維教學(xué)中存在的實(shí)際問(wèn)題,從理論和實(shí)際操作層面分析將思維導(dǎo)圖應(yīng)用于高中議論文寫作思維教學(xué)中的可行性和有效性,并力圖在寫作思維能力的培養(yǎng)策略、訓(xùn)練途徑等方面有所創(chuàng)新,從而幫助學(xué)生切實(shí)地提高自身的思維水平以及寫作質(zhì)量。
[Abstract]:Writing teaching has always been the most important part of high school Chinese teaching, and the importance of argumentation teaching in high school Chinese writing teaching is self-evident. From the view of the design intention of the new curriculum standard of high school Chinese, it emphasizes the development of students' thinking ability through writing teaching, and advocates that students should be creative and individualized in the process of writing, which is the focus of attention of curriculum standard designers. In the process of writing and correcting argumentative papers, we also find that the ability of language expression is as important as the ability of thinking. Students' level of language use is closely related to their level of thinking development. In turn, the development of thinking ability also restricts the expression of language. On the basis of following the law of thinking and combining the learning situation, we can develop the students' thinking ability scientifically, systematically, comprehensively and pertinently in the teaching of Chinese writing in senior high school. We find that argumentative essays can best reflect the writer's thinking ability in many styles, and the training of argumentative writing thinking ability should be paid more attention to in the teaching of Chinese writing in senior high school. Thinking is very abstract, how to let students and teachers in the process of argumentative writing and teaching to understand the actual situation of students' thinking level? I think it can be applied to the thinking teaching of argumentative writing in senior high school. The thinking map conforms to the thinking mode of human brain, and with its visual and hierarchical advantages, it can help teachers to teach composition knowledge clearly. Understanding the actual level of students' writing thinking can also help students to observe their own thinking ability and problems and shortcomings in the process of writing. This article will mainly start from the quality education, the new curriculum standard to the high school student thought ability request, simultaneously aims at the present argumentation writing thought teaching actual question, This paper analyzes the feasibility and effectiveness of applying the thinking map to the teaching of thinking in argumentative writing in senior high school from the theoretical and practical aspects, and tries to innovate in the training strategies and training approaches of the writing thinking ability. In order to help students to improve their own thinking level and writing quality.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.34

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