【摘要】：寫作教學(xué)與閱讀教學(xué)一直是高中語(yǔ)文課堂最重要的兩個(gè)模塊。但長(zhǎng)期以來(lái),語(yǔ)文教師花在閱讀教學(xué)上的時(shí)間遠(yuǎn)大于寫作教學(xué)。寫作教學(xué)呈現(xiàn)出效率不高、學(xué)生不感興趣的現(xiàn)狀。而近年來(lái)出現(xiàn)在高考語(yǔ)文試題中的“微寫作”因其本身的特點(diǎn)對(duì)改善這種現(xiàn)狀存在一定意義。在高中語(yǔ)文課堂進(jìn)行微寫作教學(xué),不僅可以激發(fā)學(xué)生的寫作興趣,也能增進(jìn)語(yǔ)文課堂與生活的聯(lián)系。本研究試圖從“微寫作”出發(fā),探求在高中進(jìn)行微寫作教學(xué)的可能和效果。主要研究?jī)?nèi)容如下:第一部分主要研究高中微寫作教學(xué)的相關(guān)問(wèn)題。一方面,結(jié)合前人的理解以及自身的理解對(duì)微寫作以及微寫作教學(xué)的相關(guān)概念進(jìn)行詳細(xì)闡述。另一方面,結(jié)合生活寫作教育理論、支架教學(xué)理論和功能主義語(yǔ)言學(xué)理論對(duì)微寫作教學(xué)實(shí)施的理論基礎(chǔ)進(jìn)行探索,同時(shí)從高中生心理特點(diǎn)和新課標(biāo)要求兩方面對(duì)在高中實(shí)施微寫作教學(xué)的現(xiàn)實(shí)依據(jù)進(jìn)行了探討。第二部分主要探索高中實(shí)施微寫作教學(xué)的目的與原則。本章從微寫作教學(xué)的特點(diǎn)出發(fā),歸納出實(shí)施微寫作教學(xué)的五大目的和四大原則。在理清高中實(shí)施微寫作教學(xué)的諸多意義的同時(shí)也闡明了在實(shí)施過(guò)程中應(yīng)該注意的要點(diǎn),為具體實(shí)施提供相關(guān)依據(jù)。第三部分主要是對(duì)高中微寫作教學(xué)的實(shí)踐研究。本章主要從實(shí)踐應(yīng)用層面出發(fā),對(duì)在高中實(shí)施微寫作教學(xué)的效果進(jìn)行檢驗(yàn)。主要分為兩個(gè)部分,一是實(shí)踐部分,包括教學(xué)設(shè)計(jì)、課堂實(shí)錄、學(xué)生習(xí)作展示、實(shí)踐結(jié)果分析等;二是反思部分,對(duì)高中實(shí)施微寫作教學(xué)過(guò)程中應(yīng)注意的幾對(duì)關(guān)系進(jìn)行分析,并提出相關(guān)實(shí)施建議。
[Abstract]:Writing teaching and reading teaching are the two most important modules in high school Chinese class. But for a long time, Chinese teachers spend much more time on reading than on writing. Writing teaching shows a low efficiency, students are not interested in the status quo. In recent years, "micro-writing", which appeared in the Chinese examination of college entrance examination, has a certain significance to improve this situation because of its own characteristics. Micro writing teaching in high school Chinese classroom can not only stimulate students' interest in writing, but also enhance the relationship between Chinese class and life. This study attempts to explore the possibility and effect of micro-writing teaching in senior high school. The main research contents are as follows: the first part mainly studies the related problems of micro-writing teaching in senior high school. On the one hand, combined with the understanding of predecessors and their own understanding of micro-writing and micro-writing teaching related concepts are elaborated in detail. On the other hand, combining the theory of life writing education, the theory of scaffolding teaching and the theory of functionalist linguistics, this paper explores the theoretical basis of the implementation of micro-writing teaching. At the same time, this paper probes into the practical basis of microwriting teaching in senior high school from the aspects of psychological characteristics of senior high school students and the requirements of new curriculum standards. The second part mainly explores the purpose and principle of micro-writing teaching in senior high school. Based on the characteristics of micro-writing teaching, this chapter concludes five aims and four principles of micro-writing teaching. At the same time, it clarifies the main points that should be paid attention to in the course of implementation, and provides the relevant basis for the concrete implementation. The third part is the practice research of micro-writing teaching in senior high school. This chapter mainly from the practical application level, carries on the examination to the high school implementation micro-writing teaching effect. It is mainly divided into two parts, one is the practice part, including the teaching design, the classroom record, the student exercises display, the practice result analysis and so on; the other is the reflection part, which analyzes several pairs of relationships that should be paid attention to in the course of implementing the micro-writing teaching in the senior high school. And put forward the relevant implementation recommendations.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.34

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 何梅艷;;讓微寫作成為中職語(yǔ)文教學(xué)新常態(tài)[J];職業(yè)教育(中旬刊);2016年05期

2 康連順;;初中語(yǔ)文微寫作教學(xué)的實(shí)施策略[J];才智;2016年12期

3 洪合民;;用“微寫作”架設(shè)語(yǔ)文學(xué)習(xí)與生活的橋梁[J];語(yǔ)文知識(shí);2016年05期

4 王曉霞;;微而不小,有致訓(xùn)練——略談微作文的寫作引導(dǎo)[J];讀與寫(教育教學(xué)刊);2016年02期

5 劉春文;;“語(yǔ)言運(yùn)用”模塊呈現(xiàn) 微型寫作“豐富”“多元”——2015年浙江省各地中考卷語(yǔ)言運(yùn)用題透析及對(duì)策[J];語(yǔ)文知識(shí);2015年12期

6 丁鋒;;微寫作:初中議論文閱讀教學(xué)的一種嘗試[J];語(yǔ)文知識(shí);2015年10期

7 秦思?jí)?;高考語(yǔ)言文字運(yùn)用考查的新探索——2015年高考語(yǔ)文微寫作題評(píng)析[J];語(yǔ)文建設(shè);2015年22期

8 牟巖;卜繁燕;;新媒體時(shí)代的高職語(yǔ)文教學(xué)探索[J];廈門城市職業(yè)學(xué)院學(xué)報(bào);2015年02期

9 杜紅梅;;美國(guó)母語(yǔ)教育中的微寫作[J];課程.教材.教法;2015年05期

10 李彩燕;;2014年全國(guó)高考作文題命題成敗利鈍綜述[J];學(xué)理論;2015年08期

相關(guān)博士學(xué)位論文 前1條

1 鄧彤;微型化寫作課程研究[D];上海師范大學(xué);2014年

相關(guān)碩士學(xué)位論文 前7條

1 洪珊;高中語(yǔ)文微寫作教學(xué)策略研究[D];江西師范大學(xué);2015年

2 王雪;初中語(yǔ)文微寫作教學(xué)研究[D];山東師范大學(xué);2015年

3 李小靜;以寫促讀，讀寫結(jié)合[D];山東師范大學(xué);2015年

4 蔡明妍;語(yǔ)文科微寫作教學(xué)研究[D];西南大學(xué);2015年

5 鄧娟;高考微寫作命題研究[D];湖南師范大學(xué);2015年

6 白璐;“人教版”與“北京版”高中語(yǔ)文教材微寫作練習(xí)比較研究[D];四川師范大學(xué);2015年

7 石遠(yuǎn)劍;“微寫作”式高中作文教學(xué)策略初探[D];廣州大學(xué);2013年

，

本文編號(hào)：2283540