论小学生作文的“借鉴”与“抄袭”

发布时间：2018-03-27 19:22

本文选题：小学生　切入点：作文　出处：《华中师范大学》2016年硕士论文

【摘要】：近几年来,随着教学改革力度的加大,我国对人才培养的要求越来越高；随着教育形式的变化,教育越来越注重从娃娃抓起,所以让学生从小养成良好的学习习惯显得尤为重要。我们都知道习作是语文学习的重要组成部分,作为学生表达的良好基础,《中国大百科全书心理卷》中提道：“作文是将学生记忆中所储存的相关知识.思想和经验利用书面这种形式表达出来的.是一种内部语言过渡到外部语言的方式.即从经过压缩的、简要的且自己能理解的语言向开展的、拥有规范的语法结构的、能让他人所理解的外部语言的形式上的一种转化。”而作文教学一直是教师教授语文课程的重点和难点,作文成绩在语文成绩中也占有相当大的比重,《义务教育语文课程标准》中要求小学阶段的学生的写作：“能具体明确地、又能文从字顺地将自己的见闻、想法或者体验表达出来。也能根据自己的需要,在写作中运用那些常见的表达方式,发展自己书面语言的应用能力。”但由于网络的日益发展,各种作文宝典的层出不穷,作为一名一线教师,在批阅学生习作的时候常会发现学生的作文存在着作文内容空洞无物,抄袭严重的现象,但这种现象又常常被家长、学生辩解说这是“借鉴”。甚至有一些学习成绩很好的学生,也会利用这种方式想要侥幸的获得高分。将“借鉴”与“抄袭”的概念混淆,不利于学生作文能力的提高,也希望能通过这种辨析,从小培养学生良好的学习习惯。本论文主要分为四部分,第一部分,小学生作文“抄袭”与“借鉴”的界定。依据新课标,分析小学生作文的习作要求,并对小学生作文“抄袭”与“借鉴”进行界定。第二部分,“抄袭”在小学生作文的表现与危害。针对大量有“抄袭”或“借鉴”现象的习作文本的剖析,总结出小学生作文抄袭现象的各种表现,将具体表现分为：抄袭选材、抄袭内容。然后从四方面阐述了小学生“抄袭”作文的危害,分别是：形成不良习惯、弱化思维能力、失去写作兴趣。第三部分：小学生作文“抄袭”的成因。教师“教”表现为：功利性的教学目标、无效性的教学内容、随意性的教学过程、偏颇的教学评价。学生“学”表现为：学生主动性的迷失、缺乏生活体验、抄袭途径的便利。第四部分作为核心,提出改变小学生作文抄袭现象的策略。从落实目标,充实教学；调动兴趣,亲自参与；尝试借鉴,提高素养；课外实践,丰富生活这四部分提出解决办法。最后根据具体的习作内容进行案例分析,制定真实、具体的写作策略,杜绝抄袭,让学生能够写出适合年龄,富有真情实感的作文。
[Abstract]:In recent years, with the intensification of teaching reform, the demand for talent training in our country has become more and more high. With the change of educational forms, education has paid more and more attention to starting with dolls. So it's particularly important for students to develop good learning habits from an early age. We all know that writing is an important part of Chinese learning. As a good basis for students' expression, the Chinese Encyclopedia Psychological Volume says: "composition is a form of expression of knowledge stored in students' memory. Ideas and experiences are expressed in written form. It is an internal language." The way in which speech is transitioned to an external language. A transformation of the form of the external language that can be understood by others by means of a concise and self-understandable language that has a normative grammatical structure. "and composition teaching has always been the focus and difficulty of teaching Chinese courses for teachers," he said. Composition scores also account for a large proportion of Chinese achievements. In the compulsory Education Chinese Curriculum Standard, students in primary school are required to write: "can you be specific and clear, and you can read and hear what you see and hear from the letter," Ideas or experiences can also be expressed according to their own needs, the use of those common forms of expression in writing, to develop their own written language application ability. "but due to the growing development of the Internet, various compositions are emerging in endlessly. As a front-line teacher, he often finds that students' compositions have empty content and serious plagiarism, but this phenomenon is often used by parents. Students argue that this is "learning from others". Even some students who have good academic performance will take advantage of this method to get a high score. Confusing the concept of "learning" with "copying" is not conducive to the improvement of students' writing ability. This paper is mainly divided into four parts. The first part is the definition of "plagiarism" and "reference" in the composition of primary school students. Analyzing the composition exercises of primary school students, The second part, the performance and harm of "plagiarism" in the composition of primary school students, and the analysis of a large number of "plagiarism" or "reference" texts. This paper summarizes the various manifestations of the phenomenon of plagiarism in the composition of primary school students, and divides the concrete performance into: plagiarism selection, plagiarism content, and then expounds the harm of the primary school students'"plagiarism" composition from four aspects: forming bad habits and weakening the thinking ability, The third part: the causes of "plagiarism" of primary school students' composition. The teacher's "teaching" is shown as: utilitarian teaching goal, ineffective teaching content, random teaching process, Partial teaching evaluation. Students'"learning" is shown as: students' loss of initiative, lack of experience in life and convenience of plagiarism. The fourth part, as the core, puts forward strategies to change the phenomenon of plagiarism in pupils' compositions. Enrich teaching; mobilize interest, participate in person; try to learn from, improve literacy, extracurricular practice, enrich the life of these four parts of the solution. Finally, according to the specific content of the case study, to formulate a true, specific writing strategy, Put an end to plagiarism, so that students can write appropriate age, full of true feelings of composition.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.24

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