高中议论文有效教学实践探究

发布时间：2018-03-03 03:34

本文选题：高中　切入点：议论文　出处：《广西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：写作教学是高中语文教学的重要组成部分,写作能力影响着学生今后的写作水平、表达能力甚至整个人生,每一个语文教师都希望学生站起来能说,坐下去能写,但长期以来,作文教学困扰着广大师生。在语文高考试卷里,作文占60分,像上海、江苏、福建甚至占70分,占总分值的40%和46.7%,可以说作文是语文的“半壁江山”,关系到整个高考的成败。《高中语文新课程标准》里这样写着：“写作是运用语言文字进行书面表达和交流的重要方式,是认识世界、认识自我、进行创造性表述的过程。”每年高考完,学生、家长、社会人士最关心的焦点之一就是：今年高考作文考什么,好不好考。为何作文这么引人注意呢?归根到底还是因为它太重要了!然而,在写作教学过程中存在着高投入低产出的问题,老师付出很多心血,学生也认真去练习,但还是效率低,作文有效教学引起了我们的关注,在程红、张天宝的《论教学的有效性及其提高策略》一文中对有效教学做了这样的定义：“有效教学是指教师遵循教学活动的客观规律,以尽可能少的时间、精力、和物力投入,取得尽可能多的教学效果,从而实现特定的教学目标,满足社会和个人的教育需求。”在作文训练中,教师努力提高教学的有效性,用科学有序而又灵活有趣的教学方法组织课堂教学,学生的写作能力就有可能得到很大提高。议论文写作是作文训练中的一个重要部分,据笔者问卷调查统计,有71%的学生在平时或者考试中选择议论文体,这种文体通过举例子、说道理、辨是非等方法,来摆明自己的观点、主张或建议。这符合高中生的心理和智力发展水平。但是,议论文写作教学现状不容乐观,多表现在：学生畏惧写作,阅读少导致素材积累少,遣词造句能力比较差,说道理不深入等等方面。从老师的教学上分析,同样也存在着一些不足,比如说教学内容的安排比较随意,点评方式较单一,课堂训练方法欠妥当等等,多数时候议论文教学处于一种低效状态。本论文研究的方向是议论文有效教学实践的探究,通过阅读有效教学相关的理论和教育学、心理学书籍,同时运用人本主义学习理论、多元智能理论、学习动机理论、建构主义学习理论,对议论文有效教学进行了比较深入的探究。通过问卷调查的方式了解学生作文写作情况,使训练更有针对性。议论文教学是一个复杂而庞大的教学工程,笔者重点选取其中几点来研究探讨。本论文重点研究的是：议论文论据的积累及选取,议论文思辨性语言训练,议论文的结构,举例论证片段训练。通过学生写作现状和习作去分析他们存在的问题,探究出一套有效的教学方法和策略。在整个研究的过程中,笔者更深入地掌握了议论文有效教学的方式方法,提升了笔者的教学能力,从而更利于教学。
[Abstract]:Writing teaching is an important part of high school Chinese teaching. Writing ability affects students' writing level, expression ability and even the whole life. Every Chinese teacher wants students to stand up and speak, sit down and write, but for a long time, Composition teaching puzzles the majority of teachers and students. In the examination papers for the Chinese college entrance examination, writing accounts for 60 points, such as Shanghai, Jiangsu, Fujian and even 70 points. 40% and 46.7 percent of the total score can be said to be "half of the way" in Chinese, which is related to the success or failure of the whole college entrance examination. "Writing is an important way to express and communicate in writing by using language and writing," reads the New Curriculum Standard for Senior High School Chinese. It is the process of knowing the world, knowing oneself, and expressing creatively. "one of the most important concerns of the students, parents, and social figures after each year's college entrance examination is: what is this year's college entrance examination composition exam, and whether it is good or not? why is the composition so interesting?". In the final analysis, it's because it's too important! However, in the process of writing teaching, there is a problem of high input and low output. The teacher pays a lot of attention to it, and the students also practice it seriously, but it is still inefficient. Effective composition teaching has aroused our concern. In Cheng Hong, Zhang Tianbao's "on the effectiveness of Teaching and its improving Strategies" defines effective teaching as follows: "effective teaching means that teachers follow the objective laws of teaching activities and invest as little time, energy, and material resources as possible." Achieve as many teaching results as possible, so as to achieve specific teaching objectives and meet the educational needs of society and individuals. "in composition training, teachers strive to improve the effectiveness of teaching," he said. It is possible to improve students' writing ability by organizing classroom teaching with scientific and orderly and flexible and interesting teaching methods. Argumentative writing is an important part of composition training. 71% of the students choose argumentative style in ordinary times or in exams. This style of writing illustrates their views, opinions or suggestions by giving examples, telling truth and distinguishing between right and wrong. This is in line with the psychological and intellectual development of high school students. However, The present situation of argumentative writing teaching is not optimistic. It is shown in the following aspects: students are afraid of writing, less reading leads to less accumulation of materials, poor ability of choosing words and sentences, not deep understanding of reason, and so on. There are also some shortcomings, for example, the arrangement of teaching content is more casual, the way of comment is relatively simple, the method of classroom training is not proper, and so on. Most of the time argumentative teaching is in an inefficient state. The research direction of this paper is to explore the effective teaching practice of argumentation, by reading the relevant theories and pedagogy, psychology books, and using the humanistic learning theory. The theory of multiple intelligences, the theory of learning motivation, the theory of constructivism, the effective teaching of argumentative papers are deeply explored. Argumentative teaching is a complicated and huge teaching project. The author chooses several of the points to study and discuss. This paper focuses on the accumulation and selection of argumentative arguments, the speculative language training of argumentation. The structure of the argumentative paper, examples and demonstration of training fragments. Through the students' writing situation and exercises to analyze their existing problems, explore a set of effective teaching methods and strategies. In the whole research process, The author deeply grasps the effective teaching method of argumentative thesis, improves the author's teaching ability, and is more beneficial to teaching.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.34

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