小学语文随文练笔教学策略探究

发布时间：2018-06-02 16:32

本文选题：小学语文 + 随文练笔　；参考：《华中师范大学》2017年硕士论文

【摘要】：随文练笔教学是基于阅读教学基础之上学生吸纳、消化、运用语言的过程,也是引导学生巧妙利用有关阅读内容进行“短、平、快”写作训练的过程。尽管随文练笔在阅读课堂中占据一席之地,一线教师们纷纷采用此法,但笔者在教学中发现教师们的随文练笔教学实施过程不一,实施效果也参差有别。本文选取小学阶段的随文练笔教学为研究对象,尝试在现状分析的基础上,提出对教学策略的具体思考。引言部分对当前随文练笔的相关研究进行总结和分析,论证随文练笔研究的背景、意义及必要性。根据当前研究存在的不足,提出本文的研究思路和方法。第一章调查与分析当前小学语文随文练笔教学的现状。可以发现,不同学段学生对随文练笔的态度之所以发生变化,主要跟随文练笔的内容设计、难度、教师的施教方式等有关。而影响随文练笔教学质量的关键因素则在于练笔内容设计、练笔过程的实施、教学评价三个方面。第二章在现状分析的基础上,提出对随文练笔教学内容设计的改进建议。首先,从语文课程标准出发,结合学段特征和当前研究所得,随文练笔内容设计应结合学段特色、文体文本特色,从情感、写法两方面入手进行设计。设计时侧重动作、神态、心理等细节描写技巧的训练,同时关注学段间练笔的连续性,不同文体采用不同练笔形式。其次,随文练笔的课堂教学应考虑练笔目标的前后连续性,兼顾学段特点,第一学段以说代写,第二学段以写句段为中心,第三学段则以段篇为重点。第三章提出在具体的课堂教学中可操作的教学实施方法。关注不同学段学生的学情差异,安排不同的教学侧重点。结合名师示范课的优良经验,采用组块教学的方式,即引导学生先学习字词,再在朗读中感悟文章的情感与写法,最后通过练笔实践积累并运用所学,以此打通读与写的沟壑,实现语言输入与输出的有效转化。第四章关注随文练笔的教学评价问题。在教学评价中,要关注评价标准的统一性、评价方式的灵活性,让学生在评价中有所得、有所学、有所提升,激发学生的练笔热情。本文从理论和教学实例出发,争取通过研究,为随文练笔教学实践提供一些新思路。
[Abstract]:The teaching of writing exercises is based on the process of students absorbing, digesting and using language on the basis of reading teaching, and it is also the process of guiding students to use the relevant reading content skillfully for short, flat and fast writing training. Although the practice of pen with the text occupies a place in the reading class and the first-line teachers adopt this method one after another, the author finds that the implementation process of the teaching with the pen is different and the effect of the implementation is also different. Based on the analysis of the present situation, this paper tries to put forward some concrete thoughts on teaching strategies. The introduction summarizes and analyzes the current research on the practice of pen with the text, and demonstrates the background, significance and necessity of the study. According to the shortcomings of the current research, this paper puts forward the research ideas and methods. The first chapter investigates and analyzes the present situation of Chinese teaching in primary school. It can be found that the change of students' attitude to practicing pen with writing is mainly related to the content design, difficulty, teaching method of teachers and so on. The key factors influencing the teaching quality are the content design, the implementation of the practice process and the teaching evaluation. On the basis of the analysis of the present situation, the second chapter puts forward some suggestions to improve the design of teaching content. First of all, starting from the Chinese curriculum standard, combining the characteristics of the learning paragraph and the current research, the content design should be combined with the characteristics of the learning paragraph, the stylistic text characteristics, the emotion, the writing method to carry on the design. The design focuses on the training of detailed description skills such as movement, posture and psychology, and pays attention to the continuity of practicing pen between learning paragraphs, and different styles adopt different forms of practicing pen. Secondly, the classroom teaching should consider the continuity of the writing practice goal and the characteristics of the learning paragraph. The first learning paragraph should be written by saying instead of writing, the second learning paragraph should focus on sentence writing, and the third learning paragraph should focus on paragraph text. The third chapter puts forward practical teaching methods in specific classroom teaching. Pay attention to the differences of students' learning situation and arrange different teaching emphases. Combining with the excellent experience of the famous teachers' demonstration class, we adopt the method of block teaching, that is, to guide the students to learn the words first, then to understand the emotion and writing method of the article in reading aloud, and finally to accumulate and apply what they have learned through the practice of practicing the pen, so as to open up the gully between reading and writing. The effective transformation of language input and output is realized. The fourth chapter pays close attention to the teaching evaluation. In the teaching evaluation, we should pay attention to the unity of the evaluation standard and the flexibility of the evaluation method, so that the students can gain, learn and improve in the evaluation, and stimulate the enthusiasm of the students to practice the pen. Based on the theory and teaching examples, this paper tries to provide some new ideas for the teaching practice.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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