社会热点新闻课程资源融入高中作文教学实践研究

发布时间：2018-03-29 22:08

本文选题：社会热点　切入点：课程资源　出处：《广西师范大学》2015年硕士论文

【摘要】：21世纪的竞争说到底是人才的竞争,是综合素养的竞争。因学科的功能性、人文性的特点,语文在提高民族素养问题上责无旁贷。作文作为语文科的重要组成部分,更应担负起培养学生人文素养的重责。但近年来学生高考作文暴露出来的却是立意寡淡、内容空洞、形式八股、逻辑不严、素材短缺、语言贫瘠、思想积弱、千人一面等问题。本论文针对其中最突出的“素材短缺”、“逻辑不严”“思想积弱”三大问题,从语文教学新课改的背景出发,深入学习“生活作文”的相关写作理论,广泛关注“高中作文”相关的教科研新动态,结合笔者的个人实践,从“生活”的一个重要关注点——“社会热点”课程资源着手,探讨作文教学适应现代社会发展的新途径。论文在前人研究的基础上,以“社会热点”这种随时随地都可获取的课程资源为研究对象,在研究内容上首先分析作文教学陷入困境的主要原因之一是忽视了对社会生活的感知、理解、领悟与批判。论文的第二部分详细分析把社会热点课程资源融入高中作文教学的必要性,认为这是遵循作文教学规律、践行课程标准精神、顺应高考作文新趋势的重要举措。论文第三部分从作文教学现状出发,通过访谈和问卷调查,了解实际教学中教师对社会热点课程资源融入作文教学的态度、方式,发现教师们“社会热点融入高中作文教学”的意识淡薄,缺乏自觉性与主动性,很多表现为临时性,缺乏延续性,教师们对“社会热点如何融入作文中”的教学,各自为政,缺乏系统性,问题较多。论文第四部分根据陶行知的探索和曹勇军老师的实践案例以及现在的科学发展程度和学生的接受度论证社会热点融入高中作文教学的可行性,第五部分提出实践的两大途径：一是采用主题模块式进行积累,二是采用演讲、选修课等形式进行训练。从素材的积累到思维的训练再到情感的熏陶,立体地解决学生作文的困惑,让学生有话可说、有章可循、有情可表,真正建设开放而有活力的课程。本论文把社会热点课程资源融入高中作文教学,希望找到一条应试与素质共赢之路,为当今形势下的作文教学提供一种新的思考和借鉴。
[Abstract]:The competition in the 21st century is, in the final analysis, the competition for talents and the competition for comprehensive literacy. Because of the functional nature of the subject and the characteristics of humanity, Chinese is duty-bound to improve the national literacy. As an important part of Chinese language, composition is an important part of Chinese language. In recent years, however, the composition of the college entrance examination has revealed little intention, empty content, stereotyped forms, lax logic, shortage of materials, poor language, and weak thinking. This thesis aims at the three problems of "shortage of materials", "lack of logic" and "weak thinking". From the background of the new curriculum reform of Chinese teaching, this paper deeply studies the relevant writing theory of "life composition". Focusing on the new trends of scientific research related to "senior high school composition", and combining the author's personal practice, starting with the curriculum resources of "social hot spot", which is an important focus of "life". On the basis of previous studies, the thesis takes "social hot spot" as the research object, which can be obtained at any time and anywhere. In the content of the study, first of all, it analyzes that one of the main reasons for the predicament of composition teaching is to ignore the perception and understanding of social life. The second part of the thesis analyzes the necessity of integrating social hot curriculum resources into high school composition teaching, and considers that this is to follow the rule of composition teaching and practice the spirit of curriculum standard. The third part of the thesis starts from the present situation of composition teaching, through interviews and questionnaires, to understand the teachers' attitude and ways to integrate social hot curriculum resources into composition teaching in practical teaching. It is found that teachers' consciousness of "social hot spots in high school composition teaching" is weak, lack of consciousness and initiative, many of them are temporary, lack of continuity, and teachers have their own ways of teaching "how social hot spots integrate into composition". The fourth part of the paper demonstrates the feasibility of integrating social hot spots into high school composition teaching according to Tao Xingzhi's exploration and Cao Yongjun's practical cases and the current scientific development and acceptance of students. The fifth part puts forward two ways of practice: one is to adopt the thematic module to accumulate, the other is to adopt the form of speech, elective course and so on, from the accumulation of materials to the training of thinking and then to the edification of emotion. In order to solve the confusion of students' composition, let students have something to say, have rules to follow, have feelings to express, and truly build an open and dynamic curriculum. This paper integrates social hot curriculum resources into senior high school composition teaching. The author hopes to find a way to win both examination-oriented and quality-oriented, and to provide a new way of thinking and reference for composition teaching in the present situation.
【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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