以日记为载体的小学作文教学实践与思考
发布时间：2018-11-12 06:34
【摘要】：“全面提高学生的语文素养”是《义务教育语文新课程标准》所提出的课程的基本理念之一。什么是语文素养?在广大教育工作者及一线语文教师的眼中,一般将之定义为熟练地运用祖国语言文字的能力,即识字写字的能力、阅读理解能力、口语交际能力和写作能力等。其中写作能力被认为是语文综合素养及综合能力的表现,既能体现学生运用语言文字的能力,也能评价学生认知与情感的发展。正因为如此,一线语文教师都十分重视作文教学,对此做出许多研究及尝试,但事实上作文教学依然收效甚微。作文教材附属在语文教材中,编排中体现出杂乱而无序的特征,这给语文教师依照教材进行作文指导带来了难度。写作教学内容的缺乏,成为了写作教学的一大缺陷。除了教材中的不足,教学时间的设置也有不当之处。训练内容多,训练时间少,也就意味着训练的强度不够,写作教学达不到有效的教学成果。另外传统的作文教学没有相应的评价系统,不能体现年级与年级之间的区别,也不便于教师进行操作。正因为教材中的“习作”无法支撑起一个有效的作文教学,一线教师都强烈地呼唤一种科学的、系统的、高效的作文教学体系,呼唤一场作文教学的革命。一些有先见的教育工作者就发现了 “日记”的重要价值,并以日记为载体进行作文教学的改革。本文是以日记为载体的小学作文教学策略的专门研究。论文结合本人工作的实际,总结了笔者多年来在小学作文教学改革中的探索与思考。本文共分为四个部分:第一部分为导论,阐明了本文写作的缘由、研究的目的和意义、写作的基本思路和方法,并对既有研究进行了文献综述。第二部分是对当前小学生日记作文教学现状的调查情况。通过对样本学校188位小学生的问卷调查和8位小学一线语文教师的访谈,比较全面真实地展现了当前小学日记作文教学的现状。第三部分是针对调查问卷和访谈记录所做的调查统计与分析。笔者认为当前日记作文教学的困境主要表现在日记教学没有具体的教学目标和教学内容,教学中过于随意;日记教学的指导方式比较陈旧,忽视学生的个性表达;日记的评改形式固定,无法调动学生的写作兴趣等方面。第四部分是本文的主体部分,对如何开展以日记为载体的作文教学进行了探讨和思索,提出了自己的教学策略和教学建议,主要包括了培养学生写作兴趣和切实提高学生写作水平的具体方法。
[Abstract]:"improving students' Chinese accomplishment" is one of the basic concepts of the curriculum proposed in the New Curriculum Standard of compulsory Education Chinese. What is Chinese accomplishment? In the eyes of educators and first-line Chinese teachers, it is generally defined as the ability to use the native language skillfully, that is, the ability to read and write, the ability of oral communication and the ability to write. Writing ability is regarded as the expression of Chinese comprehensive accomplishment and comprehensive ability, which can not only reflect students' ability to use language and characters, but also evaluate students' cognitive and emotional development. Because of this, Chinese teachers attach great importance to composition teaching, and make a lot of research and try, but in fact, composition teaching still has little effect. The composition teaching material is attached to the Chinese teaching material, and the arrangement reflects the characteristics of disorder and disorder, which makes it difficult for the Chinese teacher to guide the composition according to the textbook. The lack of writing teaching content has become a major defect in writing teaching. In addition to the lack of teaching materials, teaching time is also inappropriate. More training contents and less training time mean that the intensity of training is not enough and the teaching of writing can not achieve effective teaching results. In addition, the traditional composition teaching has no corresponding evaluation system, which can not reflect the difference between grade and grade, nor is it convenient for teachers to operate. Just because the "exercises" in the textbook can not support an effective composition teaching, the front-line teachers strongly call for a scientific, systematic and efficient composition teaching system, calling for a composition teaching revolution. Some prescient educators have discovered the important value of diaries and carried out the reform of composition teaching with diaries as the carrier. This paper is a special study on the strategies of composition teaching in primary schools with diary as the carrier. Based on the practice of my work, this paper summarizes the author's exploration and thinking in the reform of composition teaching in primary schools for many years. This paper is divided into four parts: the first part is an introduction, which clarifies the reasons, the purpose and significance of the study, the basic ideas and methods of writing, and the literature review of the existing research. The second part is the investigation of the present situation of diary composition teaching of primary school students. Based on a questionnaire survey of 188 primary school students and an interview with 8 first-line Chinese teachers in primary schools, the present situation of diary composition teaching in primary schools is fully and truthfully demonstrated. The third part is the survey statistics and analysis of questionnaire and interview records. The author thinks that the dilemma of diary composition teaching is mainly reflected in the lack of specific teaching objectives and teaching contents, the excessive randomness in teaching, the outmoded guiding mode of diary teaching, and the neglect of students' individual expression. The form of diary evaluation is fixed and can not arouse students' interest in writing. The fourth part is the main part of this paper. It discusses and ponders how to carry out the composition teaching with diary as the carrier, and puts forward its own teaching strategies and teaching suggestions. It mainly includes how to cultivate students' interest in writing and how to improve students' writing level.
【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】：G623.24
本文编号：2326315
[Abstract]:"improving students' Chinese accomplishment" is one of the basic concepts of the curriculum proposed in the New Curriculum Standard of compulsory Education Chinese. What is Chinese accomplishment? In the eyes of educators and first-line Chinese teachers, it is generally defined as the ability to use the native language skillfully, that is, the ability to read and write, the ability of oral communication and the ability to write. Writing ability is regarded as the expression of Chinese comprehensive accomplishment and comprehensive ability, which can not only reflect students' ability to use language and characters, but also evaluate students' cognitive and emotional development. Because of this, Chinese teachers attach great importance to composition teaching, and make a lot of research and try, but in fact, composition teaching still has little effect. The composition teaching material is attached to the Chinese teaching material, and the arrangement reflects the characteristics of disorder and disorder, which makes it difficult for the Chinese teacher to guide the composition according to the textbook. The lack of writing teaching content has become a major defect in writing teaching. In addition to the lack of teaching materials, teaching time is also inappropriate. More training contents and less training time mean that the intensity of training is not enough and the teaching of writing can not achieve effective teaching results. In addition, the traditional composition teaching has no corresponding evaluation system, which can not reflect the difference between grade and grade, nor is it convenient for teachers to operate. Just because the "exercises" in the textbook can not support an effective composition teaching, the front-line teachers strongly call for a scientific, systematic and efficient composition teaching system, calling for a composition teaching revolution. Some prescient educators have discovered the important value of diaries and carried out the reform of composition teaching with diaries as the carrier. This paper is a special study on the strategies of composition teaching in primary schools with diary as the carrier. Based on the practice of my work, this paper summarizes the author's exploration and thinking in the reform of composition teaching in primary schools for many years. This paper is divided into four parts: the first part is an introduction, which clarifies the reasons, the purpose and significance of the study, the basic ideas and methods of writing, and the literature review of the existing research. The second part is the investigation of the present situation of diary composition teaching of primary school students. Based on a questionnaire survey of 188 primary school students and an interview with 8 first-line Chinese teachers in primary schools, the present situation of diary composition teaching in primary schools is fully and truthfully demonstrated. The third part is the survey statistics and analysis of questionnaire and interview records. The author thinks that the dilemma of diary composition teaching is mainly reflected in the lack of specific teaching objectives and teaching contents, the excessive randomness in teaching, the outmoded guiding mode of diary teaching, and the neglect of students' individual expression. The form of diary evaluation is fixed and can not arouse students' interest in writing. The fourth part is the main part of this paper. It discusses and ponders how to carry out the composition teaching with diary as the carrier, and puts forward its own teaching strategies and teaching suggestions. It mainly includes how to cultivate students' interest in writing and how to improve students' writing level.
【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】：G623.24
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