小学高年级学生写作素养研究

发布时间：2018-03-23 03:07

本文选题：小学高年级　切入点：写作素养　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：写作是运用语言文字进行表述和交流的重要方式,是认识世界、认识自我、创造性表述的过程。写作素养是语文素养的综合体现。在现实生活中,我国学生写作素养总体水平不高,存在两极分化的现象。写作素养低下,不仅影响学生整体语文能力的提升,也影响学生的人生发展。语文教师作为写作教学的实践者,其培养策略对于学生的写作素养发展至关重要。“写作素养”这一概念随着“核心素养”概念的流行常谈常新。本研究将“写作素养”定义为:写作主体在写作过程中形成的素质与修养,是知识、技能与品质的综合。学生的写作知识多少、写作技能高低以及写作品质好坏,影响着学生的写作素养发展。本研究结合已有研究成果,吐故纳新,归纳整理出写作素养内容框架,包括写作知识、写作技能和写作品质三大素养在内的17级素养。本研究聚焦小学高年级学生群体,考察此群体写作素养现状以及教师写作素养培养策略使用现状。通过分析得出小学高年级学生写作素养培养策略的有无、好坏以及需要改进的地方。通过两位名师课例分析及策略提炼,结合调查结果,构建小学高年级学生写作素养培养策略。本研究以上海市实验学校附属小学和松江区中山小学两所学校的五年级学生为研究样本,通过调查问卷的形式初步了解当前小学高年级学生的写作素养现状及教师写作素养培养策略现状,同时选择了六位不同教龄、不同职称的语文老师进行访谈,对问卷调查的结果进行了补充。调查显示,在小学高年级学生中,学生写作素养总体水平不高,存在两极分化的现象,其中学生写作技能素养与写作品质素养尤其需要关注。在写作素养培养策略方面,教师写作技能培养策略总体情况较好,写作知识培养策略和写作品质培养策略则需要加强。本文通过调查分析、提炼总结,最终以指导学校语文老师的视角提出小学高年级学生写作素养的培养策略,即读写结合策略、过程指导策略、有效练习策略、实践活动策略、情感激励策略以及家校合作策略。全文共分为七个章节:第一章节为绪论,主要阐述了研究问题、核心概念、研究综述以及研究的整体方案;第二章为理论基础,主要包括皮亚杰认知发展阶段理论、信息加工心理学、知识表征理论、建构主义写作理论以及当代素养论;第三章为小学高年级学生写作素养内容框架,主要包括写作知识、写作技能以及写作品质三大方面的十七个指标;第四章为小学高年级学生写作素养现状及培养策略现状,通过调查问卷与教师访谈的方式获得数据并综合分析;第五章是名师课例精析,通过课例的剖析提炼出有效策略;第六章是小学高年级学生写作素养培养策略构建,具体从写作知识、写作技能和写作品质三个方面展开论述,形成六个具体策略。第七章是结论、建议与不足。最后是参考文献部分、附录、攻读学位期间取得研究成果以及致谢。
[Abstract]:Writing is an important way to use language to express and communicate, is to understand the world, self understanding, creative expression. The writing accomplishment is the comprehensive embodiment of language literacy. In reality, Chinese students' writing quality overall level is not high, there is the phenomenon of polarization. Writing literacy is low, not only affects the students' overall language ability the promotion, but also affects students' life development. Chinese teachers as a practitioner of writing teaching, the training strategy for the development of students' writing accomplishment. "Writing accomplishment" with the concept of "core literacy" concept popular frequently discussed. This study will "writing accomplishment" is defined as: quality and accomplishment, writing the main form in the process of writing knowledge, skills and comprehensive quality. The students' writing knowledge, writing skills and writing level of quality, affect students The quality of writing. The existing research results, this study combined with the renewal, and summarizes the accomplishment of writing content, including writing knowledge, writing skills and writing quality of three literacy, grade 17 literacy. The study focused on the high grade primary school students, the study group and the current situation of writing literacy teachers writing literacy training strategies use. Through the analysis of high grade primary school students have no training strategies of writing quality, as well as the place needs to be improved. By two teachers lesson analysis and strategy of refining, according to the survey results, the construction of high grade primary school student writing literacy training strategy. In this study, the fifth grade students in Shanghai Experimental School Affiliated Primary School and Songjiang District primary school in Zhongshan two schools as research samples, through the questionnaire in the form of a preliminary understanding of the current situation and the current primary school teachers writing literacy of high school students Writing literacy training strategies, and chose six different seniority, different titles of Chinese teachers were interviewed, the survey results were supplemented. The survey showed that in the high grade students in primary school, the overall level of students' writing literacy is not high, there is the phenomenon of polarization, the students writing skills and writing works quality raise literacy especially need to pay attention to. In the training strategy of writing literacy, teachers' writing skills training strategy is generally good knowledge of writing training strategies and training strategies of writing quality need to be strengthened. Through investigation and analysis, summary, finally to guide the school Chinese teacher from the perspective of training tactics of writing literacy of primary school high grade students, namely the combination of reading and writing strategy, process strategy, effective strategy practice, practice strategy, tactics and Strategies of home school cooperation incentive emotion. This paper is divided into seven Chapters: the first chapter is the introduction, mainly elaborated the research questions, the core concept of the overall program review and research; the second chapter is the theoretical basis, including the Piaget stage theory of cognitive development, psychology of information processing, knowledge representation theory, constructivism theory and contemporary writing literacy theory; the third chapter is the high grade primary school students' writing the content mainly includes the framework of literacy, writing knowledge, seventeen indicators of writing skills and writing quality from three aspects; the fourth chapter is the status quo of high grade primary school students writing literacy and training strategy of the status quo, and comprehensive analysis of data obtained by questionnaire and teacher interviews; the fifth chapter is the case analysis of the teacher, through lesson analysis refining effective strategy; the sixth chapter is the high grade primary school students' writing literacy training strategy construction, specifically from the writing knowledge and writing skills and writing quality Three This paper discusses six specific strategies. The seventh chapter is the conclusion, suggestions and shortcomings. Finally, the reference part, appendix, during the academic degree, we obtained research results and acknowledgements.

【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.24

【参考文献】