發(fā)布時(shí)間：2018-11-27 11:30

【摘要】：任務(wù)驅(qū)動(dòng)型材料作文是當(dāng)下風(fēng)頭正勁的高考作文命題形式。它以材料作文為基礎(chǔ),在作文材料之后添加一個(gè)問題,讓學(xué)生圍繞這個(gè)問題進(jìn)行寫作。這就為學(xué)生指明了寫作方向,讓學(xué)生按照任務(wù)指令完成作文的構(gòu)思和寫作。明確的任務(wù)指令是該類作文有別于以往作文命題形式的地方,也是大家討論的焦點(diǎn)。自2015年出現(xiàn)任務(wù)驅(qū)動(dòng)型材料作文以來,專家學(xué)者對(duì)任務(wù)驅(qū)動(dòng)型材料作文的研究層出不窮,但都不夠系統(tǒng)和深入。本論文將從四個(gè)方面對(duì)任務(wù)驅(qū)動(dòng)型材料作文的教學(xué)方法進(jìn)行研究。第一章主要介紹自建國以來,高考作文命題形式的變化。其形式大致可以分為五種,分別是命題作文、材料作文、話題作文、新材料作文和當(dāng)下的任務(wù)驅(qū)動(dòng)型作文。與此同時(shí),在寫作內(nèi)容上,高考作文也越來越關(guān)注文學(xué)的本質(zhì)。高考作文的命題意圖逐漸由服務(wù)政治回歸到關(guān)注人文性上,這在一定程度上也推動(dòng)了高考作文形式的變化。第二章探究任務(wù)驅(qū)動(dòng)型材料作文的特點(diǎn)和優(yōu)缺點(diǎn)。新材料作文話題化日益嚴(yán)重,宿構(gòu)、套作等問題的普遍化,社會(huì)主義核心價(jià)值觀的育人導(dǎo)向漸趨主導(dǎo)地位等問題,促成了任務(wù)驅(qū)動(dòng)型材料作文的誕生。自誕生之日起,任務(wù)驅(qū)動(dòng)型材料作文便具有思辨性、人文性、創(chuàng)造性的特點(diǎn)。但不可否認(rèn),任務(wù)驅(qū)動(dòng)型材料作文存在育人功能與文學(xué)性的沖突,淡化了寫作的文學(xué)性。而新的作文模式的出現(xiàn),限制了學(xué)生的創(chuàng)新能力。第三章分析學(xué)生在任務(wù)驅(qū)動(dòng)型材料作文寫作中存在的問題。在實(shí)際的教學(xué)過程中,學(xué)生在任務(wù)驅(qū)動(dòng)型材料作文的寫作過程中存在諸多問題,總結(jié)起來主要有:寫作時(shí)提取信息能力不強(qiáng);行文中思辨性、邏輯性不強(qiáng);語言表達(dá)能力欠缺;不重視批改建議等。這些問題成為該類作文教學(xué)時(shí)重點(diǎn)關(guān)注的問題。第四章探究任務(wù)驅(qū)動(dòng)型材料作文的教學(xué)方法。分析任務(wù)驅(qū)動(dòng)型材料作文的寫作原則,從而明確寫作的指導(dǎo)思想。探究任務(wù)驅(qū)動(dòng)型材料作文的教學(xué)方法,即在閱讀中提升學(xué)生的體悟力;在討論中培養(yǎng)學(xué)生的思辨力;在訓(xùn)練中培養(yǎng)學(xué)生的表達(dá)能力,通過寫作訓(xùn)練,培養(yǎng)學(xué)生審題立意、擬題、語言表達(dá)和章法結(jié)構(gòu)安排等各方面的能力;引導(dǎo)學(xué)生關(guān)注批改建議,通過多樣化的批改方式和分?jǐn)?shù)引導(dǎo),逐步完善學(xué)生的寫作技巧。通過一系列教學(xué)方法的探索,提升學(xué)生寫作任務(wù)驅(qū)動(dòng)型材料作文的能力。
[Abstract]:Task-driven material composition is the propositional form of college entrance examination composition. It is based on the material composition, adding a question after the composition material to allow students to write around the problem. This shows students the direction of writing, let students according to task instructions to complete the composition design and writing. The clear task instruction is different from the former composition proposition form, and is also the focus of discussion. Since the emergence of task-driven material composition in 2015, experts and scholars have studied task-driven material composition in endlessly, but all of them are not systematic and deep enough. This thesis will study the teaching method of task-driven material composition from four aspects. The first chapter mainly introduces the change of the composition form of college entrance examination since the founding of the people's Republic of China. Its forms can be roughly divided into five types: propositional composition, material composition, topic composition, new material composition and current task-driven composition. At the same time, in writing content, college entrance examination composition is also more and more concerned about the nature of literature. The proposition intention of the composition of the college entrance examination gradually returns from serving politics to paying attention to the humanism, which also promotes the change of the composition form of the college entrance examination to a certain extent. The second chapter explores the characteristics, advantages and disadvantages of task-driven material composition. The problem of new material composition is becoming more and more serious, the problems such as the generalization of the old construction, the popularization of the problems, the orientation of the socialist core values and the leading position, etc., which have contributed to the birth of the task-driven material composition. Since its birth, task-driven material composition has the characteristics of speculative, humanistic and creative. However, it is undeniable that there is a conflict between educational function and literariness in the composition of task-driven materials, which weakens the literariness of writing. The emergence of a new writing model limits the students' ability to innovate. The third chapter analyzes the problems existing in the composition writing of task-driven materials. In the course of practical teaching, there are many problems in the process of students' writing of task-driven material composition. The main problems are summarized as follows: the ability of extracting information is not strong in writing, the reasoning and logic in writing is not strong, the ability of language expression is lacking; Do not attach importance to correction suggestions, etc. These problems have become the focus of attention in this kind of composition teaching. Chapter four explores the teaching methods of task-driven material composition. This paper analyzes the writing principles of task-driven material composition, so as to clarify the guiding ideology of writing. The teaching method of exploring task-driven material composition is to improve students' understanding ability in reading, to cultivate students' thinking ability in discussion, to improve students' understanding ability in reading, and to cultivate students' thinking ability in discussion. In the course of training, we can train students' ability of expression, and through writing training, cultivate students' ability of determining questions, drawing up questions, expressing language and arranging the structure of rules and so on. To guide students to pay attention to the suggestions of correction, and improve the students' writing skills step by step through a variety of marking methods and scores. Through the exploration of a series of teaching methods, the students' ability of writing task-driven material composition is improved.
【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

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 杜雪君;;任務(wù)驅(qū)動(dòng)型課堂小組合作學(xué)習(xí)成果表達(dá)的方式探析[J];學(xué)園;2014年02期

2 馬小芹;;構(gòu)建任務(wù)驅(qū)動(dòng)型高中數(shù)學(xué)高效課堂探析[J];新課程導(dǎo)學(xué);2014年20期

3 廖桂蘭;;中職數(shù)學(xué)“任務(wù)驅(qū)動(dòng)型教學(xué)”的探索與實(shí)踐[J];新課程(教師);2010年11期

4 孫雁;;任務(wù)驅(qū)動(dòng)型教材:讓技能和知識(shí)“骨肉相連”[J];中國培訓(xùn);2008年05期

5 呂逸鋒;;論小學(xué)語文“任務(wù)驅(qū)動(dòng)型作業(yè)模式”[J];教師博覽(科研版);2014年02期

6 潘宏霞;;淺談任務(wù)驅(qū)動(dòng)型教學(xué)模式中的課堂提問設(shè)計(jì)[J];吉林教育;2009年31期

7 寧凡;施慧莉;徐迅成;;基于“任務(wù)驅(qū)動(dòng)型”的教學(xué)方法研究[J];中國科技信息;2007年15期

8 朱永金;成友才;代玉龍;;任務(wù)驅(qū)動(dòng)型教材的教法研究[J];職業(yè);2008年36期

9 劉新燕;趙朝;李軒;;任務(wù)驅(qū)動(dòng)型教材編寫的實(shí)踐與探索[J];中國職業(yè)技術(shù)教育;2010年14期

10 王為軍;;弘揚(yáng)“鐵軍”精神 克服職業(yè)倦怠——江蘇省淮北中學(xué)任務(wù)驅(qū)動(dòng)型課堂教學(xué)改革的實(shí)踐與思考[J];學(xué)周刊;2014年22期

相關(guān)會(huì)議論文 前1條

1 陳金金;劉云肖;閆翠環(huán);;任務(wù)驅(qū)動(dòng)型教學(xué)法在基礎(chǔ)護(hù)理學(xué)實(shí)驗(yàn)教學(xué)中的應(yīng)用[A];全國中西醫(yī)結(jié)合臨床教學(xué)工作研討會(huì)論文集[C];2010年

相關(guān)重要報(bào)紙文章 前2條

1 臨川區(qū)孝橋中學(xué) 黃琦;淺談初中生物課堂教學(xué)的開課藝術(shù)[N];撫州日?qǐng)?bào);2010年

2 湖南鐵道職業(yè)技術(shù)學(xué)院 姚和芳;以學(xué)習(xí)者為中心 促進(jìn)關(guān)鍵能力形成[N];中國教育報(bào);2007年

相關(guān)碩士學(xué)位論文 前9條

1 吳靜靜;任務(wù)驅(qū)動(dòng)型作文教學(xué)探究[D];華中師范大學(xué);2017年

2 陳會(huì)敏;任務(wù)驅(qū)動(dòng)型微移動(dòng)學(xué)習(xí)活動(dòng)設(shè)計(jì)[D];華中師范大學(xué);2015年

3 張晗;任務(wù)驅(qū)動(dòng)型教學(xué)模式在高中思想政治課中的應(yīng)用研究[D];渤海大學(xué);2016年

4 任亞菲;中職生社團(tuán)骨干領(lǐng)導(dǎo)能力培育研究[D];華中科技大學(xué);2015年

5 萬冬枚;任務(wù)驅(qū)動(dòng)型寫作教學(xué)研究[D];閩南師范大學(xué);2017年

6 張紅偉;高中“任務(wù)驅(qū)動(dòng)型”作文思維能力探究[D];華中師范大學(xué);2017年

7 李雪麗;高中語文任務(wù)驅(qū)動(dòng)型作文構(gòu)思的教學(xué)策略研究[D];華中師范大學(xué);2017年

8 周媛;任務(wù)驅(qū)動(dòng)型中職德育課堂教學(xué)模式探究[D];蘇州大學(xué);2015年

9 肖敏;任務(wù)驅(qū)動(dòng)型電子政務(wù)系統(tǒng)設(shè)計(jì)與實(shí)現(xiàn)[D];浙江大學(xué);2007年

，

本文編號(hào)：2360584