情境教学法在初中作文教学中的应用

发布时间：2018-05-23 08:37

本文选题：情境教学法 + 初中语文　；参考：《河南大学》2015年硕士论文

【摘要】：写作教学是语文教学的重要组成部分,学生的作文是衡量学生语文素养的重要尺标。初中是学生养成好的写作习惯、作文水平达到质的飞跃的关键阶段,所以在初中阶段的作文教学中,教师运用有效的教学方法,不仅可以提高学生记录生活、分享心情、抒发情感的写作兴趣,而且可以使之养成好的观察和感受习惯,从中悟得创作佳文之道,有效地提高学生的作文水平,更能在写作中培养学生的情商,发现作文之美、生活之美。本文主要以初中情境作文教学为核心,阐述了情境教学法在作文教学中应用的研究现状,明确了情境作文教学的理论依据,阐明了情境作文教学法在初中作文教学中应用的缘由和意义,即符合且促进初中生的心理发展、提高初中作文教学的效率、激发学生对周围事物的敏感度和内在情感、学会写真事、抒真情,爱上写作,同时也确定了初中情境作文教学的特点,即情境创设的多元性、情感体验的深刻性、情商教育的渗透性和师生发展的统一性。本文在广泛搜集材料,前人研究的基础上,总结出初中情境作文教学的应用策略和应用方式。应用策略主要是按课堂教学的顺序性展开,应用方式主要以创设情境为中心,提出的几种情境方式,且每个步骤,每个方式,笔者都加入了自己的理解和实例展示。本文的重点在于指出了初中情境作文教学中应注意的问题,这是笔者结合自己在两次实习期间运用情境教学法进行初中作文教学时发现问题、分析问题并总结出的实践经验。情境作文教学不能没有作文技巧的指导,真实的内容和情感固然重要,然而情满则溢,作文技巧的运用能使情感表达更规范和深刻。因此,教师应注意自己在情境中的指导作用,结合当节作文题材题目恰当地指导学生学习写作技巧,引导学生更自然地抒发情感,并注意自己与学生共同参与时的对话关系和角色转换,要尊重学生的情感和思想,不要以知识的权威者自居,同时在运用情境教学法进行作文教学时也要符合初中阶段的作文教学要求。本文最后展示了三个笔者在实习期间的教学实例,明确了情境教学法在初中作文教学中应用的思路,情境既可以贯穿整节作文课的始终,也可自然穿插进课堂当中,这个教师可以自由把握。希望引起初中语文教师的重视,更好的运用情境教学法来进行作文教学,提高初中的作文教学质量和效率,让每一节作文课都发挥它的价值,让学生在快乐中学写作文,在自由的思维空间和充沛的情绪感受中记录自己的所见、所闻、所感。
[Abstract]:Writing teaching is an important part of Chinese teaching, and students' composition is an important criterion to measure students' Chinese accomplishment. Junior middle school is a key stage for students to develop good writing habits and achieve a qualitative leap in composition level. Therefore, in composition teaching in junior high school, teachers can not only improve students' record of life, but also share their feelings by using effective teaching methods. Expressing emotional writing interests, and can make them develop good observation and feeling habits, from which to learn the way to create a good essay, effectively improve the students' writing skills, more can cultivate students' emotional quotient in writing, find the composition of the beauty, The beauty of life. This paper focuses on situational composition teaching in junior high school, expounds the research status of the application of situational teaching method in composition teaching, and clarifies the theoretical basis of situational composition teaching. This paper expounds the reason and significance of the application of situational composition teaching method in junior high school composition teaching, that is, it accords with and promotes the mental development of junior high school students, improves the efficiency of composition teaching in junior high school, and stimulates the students' sensitivity and inner emotion to the things around them. Learning to write the truth, express the true feelings, fall in love with writing, but also determine the characteristics of situational composition teaching, that is, the diversity of situation creation, the depth of emotional experience, the penetration of EQ education and the unity of the development of teachers and students. This paper sums up the application strategies and methods of situational composition teaching in junior high school on the basis of extensive collection of materials and previous studies. The application strategy is mainly carried out according to the order of classroom teaching. The application mode is mainly centered on the creation of situation. Several situational ways are put forward, and each step, each way, the author has added his own understanding and example demonstration. The focus of this paper is to point out the problems that should be paid attention to in the teaching of situational composition in junior high school. This is the practical experience that the author finds out, analyzes the problems and sums up the practical experience when using situational teaching method in junior high school composition teaching during the two internships. The teaching of situational composition can not be without the guidance of writing skills, the true content and emotion are important, but the emotion is overflowing, and the application of the composition technique can make the emotion express more normatively and deeply. Therefore, teachers should pay attention to their guiding role in the situation, and guide students to learn writing skills properly and express their feelings more naturally. And pay attention to the dialogue relationship and role change when they participate with the students, respect the students' feelings and thoughts, and do not pretend to be the authority of knowledge, At the same time, the use of situational teaching method in composition teaching should also meet the requirements of junior high school composition teaching. At the end of this paper, three teaching examples of the author during the practice period are presented, and the thinking of the application of situational teaching method in junior high school composition teaching is clarified. The situation can not only run through the whole composition class, but also naturally enter the classroom. The teacher is free to grasp. I hope to arouse the attention of Chinese teachers in junior high school, better use situational teaching method to carry out composition teaching, improve the quality and efficiency of composition teaching in junior high school, let every composition class give play to its value, and let students write composition in happy middle school. Record what you see, what you hear, what you feel in your free space of thought and feeling.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.34

【相似文献】