【摘要】：閱讀能力與寫作能力都是高中生必備的基本能力,閱讀與寫作也一直是高中語文教學(xué)的重要內(nèi)容。就目前高中語文教學(xué)的情形而言,閱讀教學(xué)與寫作教學(xué)確實(shí)取得了一定的成效,但也存在一些問題。譬如,一定程度上割裂了閱讀教學(xué)與寫作教學(xué)的聯(lián)系、過度關(guān)注課堂內(nèi)而忽略課堂外等,其結(jié)果是難以高效提高高中生的寫作能力。碎片化閱讀作為一種新型的閱讀方式與閱讀內(nèi)容,直接影響其寫作能力的發(fā)展。與傳統(tǒng)閱讀相比,既有優(yōu)勢,又有不足。部分教師與家長卻漠視甚至忽略碎片化閱讀對高中生寫作能力的影響,限制了碎片化閱讀對高中生寫作能力提升所起的作用。通過多層次、多角度對碎片化閱讀對高中生寫作能力影響的分析,進(jìn)一步探討高中生在碎片化閱讀中存在的問題,并進(jìn)行策略探究,以期規(guī)避碎片化閱讀對高中生寫作的不利影響,發(fā)揮其最大效用。本文按提出問題、分析問題、解決問題的邏輯順序,從以下幾個(gè)部分進(jìn)行論述:緒論部分簡要概括了研究現(xiàn)狀、研究意義與研究方法;第一章進(jìn)行了相關(guān)概念的界定,對研究的可行性進(jìn)行分析;第二章以對新鄉(xiāng)一中高中生進(jìn)行的問卷調(diào)查為依據(jù),探討碎片化閱讀對高中生寫作能力的雙重影響,主要涉及寫作興趣、寫作積累、寫作思維等方面,是本文著墨較多的部分;第三章探討合理運(yùn)用碎片化閱讀提高高中生寫作能力的途徑,發(fā)揚(yáng)其優(yōu)勢,規(guī)避其不足。
[Abstract]:Reading ability and writing ability are essential basic abilities of senior high school students. Reading and writing are also important contents of Chinese teaching in senior high school. As far as the present situation of Chinese teaching in senior high school is concerned, the teaching of reading and writing has made some achievements, but there are still some problems. For example, to some extent, the relationship between reading teaching and writing teaching is severed, and excessive attention is paid to the classroom while ignoring the outside of the classroom, the result is that it is difficult to improve the writing ability of high school students efficiently. As a new type of reading style and reading content, fragmented reading has a direct impact on the development of its writing ability. Compared with traditional reading, it has both advantages and disadvantages. Some teachers and parents ignore or even ignore the influence of fragmented reading on high school students' writing ability, which limits the effect of fragmented reading on the improvement of high school students' writing ability. Through multi-level, multi-angle analysis of the impact of fragmented reading on senior high school students' writing ability, this paper further discusses the problems existing in the fragmented reading of senior high school students, and explores the strategies. In order to avoid the fragmentation of reading on the writing of high school students to play its most effective. According to the logical order of putting forward problems, analyzing problems and solving problems, this paper discusses the following parts: the introduction briefly summarizes the research status, research significance and research methods; the first chapter defines the related concepts. The second chapter is based on the questionnaire survey of senior middle school students in Xinxiang, and explores the dual effects of fragmented reading on high school students' writing ability, mainly involving writing interest, writing accumulation, and so on. The third chapter discusses the ways to improve the writing ability of senior high school students by using fragmented reading reasonably, develops its advantages and avoids its shortcomings.
【學(xué)位授予單位】：河南師范大學(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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