【摘要】：《語文新課標準》上曾說:"寫作是寫作個體運用文字等表達與交流的方式。是個體認知世界、認知自我、進行創(chuàng)造的過程。而寫作能力則是個體語文素養(yǎng)的全面體現(xiàn)。"所以,在初中語文的教學中,作文教學是語文學科教學的重要部分。教師是否在教學過程中融入了寫作教學,是否重視和真正進行了寫作教學,是學生能否將日常生活中各種素材的運用到寫作當中的決定因素。從農(nóng)村中學作文調(diào)查的現(xiàn)狀來看,農(nóng)村中學的學生在作文寫作中存在缺少素材、缺少體驗、缺少積累、缺少感知的特點,也是語文教學中的難點。對于學生來說,落后的經(jīng)濟條件限制了學生的生活敏感度。他們對于現(xiàn)代生活的認識比較單一、世界觀、價值觀等停留在樸素的認知階段。特別是對重大新聞、重大事件等的后知后覺,導致了農(nóng)村中學學生的思維守舊,思想不能與時俱進。特別是農(nóng)村留守兒童較多,家庭缺少溫暖,情感體驗缺失,這一系列的原因都導致了學生無法表達內(nèi)心的情緒。由于長期的經(jīng)濟發(fā)展不平衡,導致師資力量的流失和減弱,造成作文教學水平一直在低谷中徘徊。因而雙重原因造成了我區(qū)農(nóng)村中學作文教學的無力感。那么如何提高農(nóng)村中學的作文教學水平,并結(jié)合農(nóng)村中學的特點,找出對應的方法和思路,讓農(nóng)村中學生的作文的水平得到提高,是值得我們思考和探討的問題。為了解決長春市雙陽區(qū)農(nóng)村中學作文教學的弊端,筆者以長春市雙陽區(qū)農(nóng)村中學155、157、158、160四所中學為研究目標,采用訪談及問卷調(diào)查的方式對學生寫作情況進行數(shù)據(jù)統(tǒng)計。通過對雙陽區(qū)上述四所農(nóng)村中學的作文教學進行調(diào)查,總結(jié)了雙陽區(qū)的農(nóng)村中學作文教學的優(yōu)勢所在,以提取其中先進的教學經(jīng)驗和優(yōu)勢,服務于作文教學。同時分析出雙陽區(qū)農(nóng)村中學作文教學中存在的問題及原因,深入探討農(nóng)村中學作文教學的策略,并針對雙陽區(qū)農(nóng)村中學作文教學的現(xiàn)狀提出了如下實施建議:在作文訓練中摒除功利化,進行作文生活化訓練;樹立生活化的觀點,培養(yǎng)學生寫作興趣、作文教學立足實踐;培養(yǎng)學生真情實感;豐富評價方法,提高作文效率。這些建議的提出為雙陽區(qū)農(nóng)村初中語文教師在作文教學中進行更有效教學提供了一定的幫助,進而促進雙陽區(qū)農(nóng)村初中作文教學的良好的發(fā)展。
[Abstract]:"Writing is the way to express and communicate with individuals using words. It is the process of individual cognition of the world, self-cognition and creation, while writing ability is the overall embodiment of individual Chinese literacy," said the Standard of New Chinese Curriculum. Therefore, composition teaching is an important part of Chinese teaching in junior middle school. Whether the teacher has integrated the writing teaching into the teaching process, whether or not he attaches importance to and really carries on the writing teaching, is the decisive factor whether the students can apply all kinds of materials in their daily life to the writing. From the current situation of composition investigation in rural middle schools, the students in rural middle schools lack of material, experience, accumulation and perception in composition writing, which is also a difficult point in Chinese teaching. For students, backward economic conditions limit their sensitivity to life. Their understanding of modern life is relatively simple, world outlook, values and so on stay in the simple cognitive stage. Especially to the important news, the important event and so on, has caused the rural middle school student's thought to be conservative, the thought cannot keep pace with the times. Especially, there are more left-behind children in rural areas, lack of warmth in family and lack of emotional experience, which leads to the students unable to express their inner emotions. Because of the imbalance of economic development for a long time, it leads to the loss and weakening of teachers' strength, resulting in the writing teaching level hovering in the valley. As a result, double reasons have caused the powerlessness of composition teaching in rural middle schools in our area. So how to improve the level of composition teaching in rural middle schools, and combine the characteristics of rural middle schools, find out the corresponding methods and ideas to improve the level of composition of rural middle school students, is worthy of our thinking and discussion. In order to solve the malpractice of composition teaching in rural middle schools in Shuangyang District of Changchun City, the author takes 155157158160 middle schools in Shuangyang District of Changchun City as the research goal, and carries on the data statistics on students' writing situation by means of interview and questionnaire survey. Through the investigation of composition teaching in the four rural middle schools mentioned above in Shuangyang District, this paper summarizes the advantages of composition teaching in the rural middle schools in Shuangyang District, so as to extract the advanced teaching experience and advantages and serve the composition teaching. At the same time, it analyzes the problems and causes in the composition teaching of the rural middle schools in Shuangyang District, and probes into the strategies of the composition teaching in the rural middle schools. In view of the present situation of composition teaching in rural middle schools in Shuangyang District, the following suggestions are put forward: to eliminate utilitarianism in composition training, and to carry out composition life-oriented training; Set up the viewpoint of life, cultivate students' interest in writing, teach composition based on practice, cultivate students' true feelings, enrich evaluation methods and improve composition efficiency. These suggestions provide some help for the Chinese teachers in the rural junior middle school in Shuangyang District to carry out more effective teaching in composition teaching, and then promote the good development of the composition teaching in the rural junior middle schools in Shuangyang District.
【學位授予單位】：延邊大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.34

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