随班就读轻度智力残疾学生写作能力研究

发布时间：2018-03-09 15:21

本文选题：随班就读　切入点：轻度智力残疾学生　出处：《华东师范大学》2009年硕士论文　论文类型：学位论文

【摘要】： 写作能力是对客观事物进行思考并用书面语言加以表达的能力。写作能力的发展牵涉到诸如写字、词汇、语法、中心等技巧。作文是学生思想水平和文字表达能力的具体表现,是字、词、句、篇的综合训练。国内外只有少部分研究是通过分析作文成品来探究普通学生和特殊学生的写作能力,到目前为止,系统而全面地通过分析作文成品来探究随班就读轻度智力残疾学生写作能力尚属空白。本研究共收集530份3-5年级随班就读轻度智力残疾学生和普通学生的语文考试试卷,对试卷中写作部分的字、词、句、段篇进行分析和比较来考察随班就读轻度智力残疾学生写作中的用字、用词、用句和谋篇布局能力。结果发现,(1)绝大部分随班就读轻度智力残疾学生的写作篇幅没有达到试卷要求,显著少于普通学生。其写作篇幅随年级的增长而增加;(2)随班就读轻度智力残疾学生写作中的错别字比例高于普通学生,但随着年级的增长而逐渐减少。别字是最多的错误,“音近而误”是别字中最多的一个类型,因弄错笔画而致误是错字中最多的一个类型;(3)随班就读轻度智力残疾学生写作错误词比例高于普通学生,“用词不当”与“添漏字”是他们在错误词中出现最多的类型,其中“用词不当”现象随年级的增长而增长,“添漏字”现象随年级的增长而降低。病句比例高于普通学生,“成分残缺”、“句式杂糅”是常见的病句类型;(4)随班就读轻度智力残疾学生写作中逗号、句号、引号是使用最多的标点符号,但正确率不高;(5)将近三分之一的随班就读轻度智力残疾学生没有完成作文,但随着年级的增长,这种情况逐渐减少。半数的作文既切题又有中心,不切题但有中心与切题但无中心两种类型相比,不切题但有中心的作文比例较大,在半命题作文中,切题且有中心的作文比例最大。笔者建议在对随班就读轻度智力残疾学生写作能力的培养上,从低年级起对此类学生加强基础知识教育、充实写作内容。
[Abstract]:Writing ability is the ability to think about objective things and express them in written language. The development of writing ability involves skills such as writing, vocabulary, grammar, center and so on. Comprehensive training of characters, words, sentences, and texts. Only a few studies at home and abroad have explored the writing ability of ordinary and special students by analyzing the product of composition. So far, Systematic and comprehensive analysis of composition products to explore the writing ability of students with mild intellectual disabilities is still blank. In this study, 530 Chinese examination papers were collected for students with mild intellectual disabilities and ordinary students in grade 3-5, and the words, words and sentences in the writing part of the test paper were analyzed. The text is analyzed and compared to investigate the ability of writing words, words, sentences and text layout of students with mild intellectual disability. The results showed that most of the students with mild intellectual disabilities in the class did not meet the requirements of the examination paper. The writing space increased with the increase of grade. (2) the proportion of incorrect characters in the writing of students with mild intellectual disabilities in the class was higher than that of the ordinary students. But as the grade grows, it gradually decreases. Other words are the most common mistake, and "sound near error" is the most common type of word in other words. The proportion of miswords written by students with mild intellectual disabilities in class was higher than that of ordinary students. "improper use of words" and "missing words" were the most common types of miswords. The phenomenon of "improper use of words" increases with the increase of grade, and the phenomenon of "adding missing words" decreases with the increase of grade. The proportion of ill sentences is higher than that of ordinary students. Commas in the writing of students with mild intellectual disabilities, Full stop, quotation marks are the most used punctuation marks, but the correct rate is not high, nearly 1/3 students with mild intellectual disabilities in the class did not complete the composition, but with the increase of grade, This situation is gradually decreasing. Half of the compositions have both the topic and the center. Compared to the two types of writing, which are not relevant but have center but have center but have no center, the proportion of composition that is not relevant but has center is larger, in the semi-propositional composition, The proportion of composition with center is the largest. The author suggests that in order to cultivate the writing ability of the students with mild intellectual disability in the following class, the basic knowledge education should be strengthened from the lower grade to enrich the writing content.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G764

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