语文“读写结合”教学策略探究—知识分类学的观点
发布时间：2018-08-07 21:05
【摘要】：研究者从不同角度对“读写结合”进行过探讨,本文在前人研究的基础之上,结合认知心理学中的知识分类理论,将“读写结合”所涉及到的知识分为陈述性知识和程序性知识两大类,并根据二者不同的学习条件探讨有针对性的教学策略。首先,探讨“读写结合”下阅读之于写作的认知心理功能,根据认知结构迁移理论提出使阅读所获得的陈述性知识向写作迁移的教学策略,并从程序性知识学习的心理机制出发,探讨使阅读获得的程序性知识向写作迁移的教学策略。其次,鉴于阅读之于写作的功用已经得到人们极大的关注,本文从知识分类学的角度解析写作促进阅读的心理机制：一方面,写作可以充当认知策略的作用,以复述、精加工和组织这三种方式有效的促进陈述性知识的学习；另外,写作——尤其是模仿性写作中的形式性仿写,可以充当变式练习的作用,有效的掌握和巩固阅读而得的程序性知识。探讨了写作促进阅读的心理机制,本文据此提出以写作促进陈述性知识和程序性知识学习的教学策略。
[Abstract]:The researcher has discussed the combination of reading and writing from different angles. On the basis of previous studies, this paper combines the theory of knowledge classification in cognitive psychology. The knowledge involved in the combination of reading and writing is divided into two categories: declarative knowledge and procedural knowledge, and the targeted teaching strategies are discussed according to their different learning conditions. First of all, it discusses the cognitive psychological function of reading in writing under the combination of reading and writing, and puts forward teaching strategies to transfer the declarative knowledge acquired by reading to writing according to the theory of cognitive structure transfer. Based on the psychological mechanism of procedural knowledge learning, this paper discusses the teaching strategies of transferring procedural knowledge acquired by reading to writing. Secondly, in view of the great attention paid to the function of reading in writing, this paper analyzes the psychological mechanism of writing to promote reading from the perspective of knowledge taxonomy: on the one hand, writing can act as a cognitive strategy to retell. The three ways of finishing and organizing can effectively promote the learning of declarative knowledge. In addition, writing-especially the formal parody in imitation writing-can act as a variant exercise. Effectively grasp and consolidate the procedural knowledge of reading. This paper probes into the psychological mechanism of writing to promote reading, and then puts forward the teaching strategy of promoting declarative and procedural knowledge learning by writing.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H193
本文编号：2171339
[Abstract]:The researcher has discussed the combination of reading and writing from different angles. On the basis of previous studies, this paper combines the theory of knowledge classification in cognitive psychology. The knowledge involved in the combination of reading and writing is divided into two categories: declarative knowledge and procedural knowledge, and the targeted teaching strategies are discussed according to their different learning conditions. First of all, it discusses the cognitive psychological function of reading in writing under the combination of reading and writing, and puts forward teaching strategies to transfer the declarative knowledge acquired by reading to writing according to the theory of cognitive structure transfer. Based on the psychological mechanism of procedural knowledge learning, this paper discusses the teaching strategies of transferring procedural knowledge acquired by reading to writing. Secondly, in view of the great attention paid to the function of reading in writing, this paper analyzes the psychological mechanism of writing to promote reading from the perspective of knowledge taxonomy: on the one hand, writing can act as a cognitive strategy to retell. The three ways of finishing and organizing can effectively promote the learning of declarative knowledge. In addition, writing-especially the formal parody in imitation writing-can act as a variant exercise. Effectively grasp and consolidate the procedural knowledge of reading. This paper probes into the psychological mechanism of writing to promote reading, and then puts forward the teaching strategy of promoting declarative and procedural knowledge learning by writing.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H193
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