过程教学法在初中作文教学中的实践研究

发布时间：2018-01-06 03:14

本文关键词：过程教学法在初中作文教学中的实践研究　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：文章认为中学作文教学的重点应该关注学生的写作过程,通过多次的习作修改不仅可以完成一篇优秀的习作,细致扎实地掌握写作的基本技巧,还可以在写作过程中培养学生情感、逻辑思维能力,学生亦可通过作文充分表达自己,完成个人成长情感表达的一部分。鉴于这一教学思想,作者认为当前国外较为流行的写作教学理论——过程写作法在理论上符合这一教学思想,而目前国内语文作文教育中虽已经引进了这一教学方法,但多数还停留在理论的探讨中,具体实践还不足。因此,作者以七年级学生为教学对象,进行了四周的教学实践,以探讨这一教学思想在初中语文作文教学中实施的可能性。在具体实践的过程中,作者选择了三个较为典型的案例进行跟踪,结合学生的具体情况进行教学实践。把过程教学法的五步骤(预写、草稿、修改、反馈、发表)综合成四个教学片段单位:“预写和草稿”为第一教学时间,重点是引导学生对于自己所拥有的信息资料进行整合罗列,对写作信息进行大方向性的把握;第一次修改为第二教学时间,重点进行细节内容的沟通修改;第二次修改为第三教学时间,重点是对于学生行文的表达方式和作文中经第一次修改后遗留下的较大问题进行沟通修改;总结访谈为第四教学时间,重点是学生对自己经过修改后的成果和修改经历发表感想和意见,以及课任教师对此次学生作文进行分析评价。每个教学单位时间以实践操作为主,重点放在多次修改这一核心部分,在这个部分师生进行面对面沟通,学生在沟通过后不断修改作文。文章在实践结束后,还分析了实践过程中遇到的一些无法解决的问题,提出好的教学思想在不同环境的实施过程中会遇到各种问题,实施者可以在坚持基本原则的情况下做一些灵活变通,当然一个教学思想的实施也需要各方资源的保证。
[Abstract]:The article thinks that the key point of composition teaching in middle school should pay attention to the students' writing process, not only can a good essay be completed through several exercises revision, but also the basic skills of writing can be grasped carefully and solidly. It can also cultivate students' emotion and logical thinking ability in the process of writing. Students can also fully express themselves through writing and complete part of the emotional expression of personal growth. In view of this teaching thought. The author thinks that the process writing method, which is a popular writing teaching theory in foreign countries at present, accords with this teaching idea theoretically, but it has already been introduced into the Chinese composition education in our country at present. However, most of them are still in the discussion of theory, and the concrete practice is not enough. Therefore, the author takes the seventh grade students as the teaching object and carries on the teaching practice for four weeks. In order to explore the possibility of the implementation of this teaching idea in junior high school Chinese composition teaching, in the process of concrete practice, the author selected three more typical cases to follow up. The five steps of the process teaching method (pre-writing, draft, revision, feedback, publication) are integrated into four teaching fragments: "pre-writing and draft" as the first teaching time. The emphasis is to guide the students to integrate and list the information they have, and to grasp the writing information in a large direction. The first time for the second revision of the teaching time, focus on the details of the communication modification; The second revision is the third teaching time, which focuses on the communication and modification of the students' style of expression and the larger problems left over by the first revision. Summary interview for 4th teaching time, the focus is on their revised results and modified experience to express their feelings and opinions. As well as the classroom teacher to this student composition analysis evaluation. Each teaching unit time to practice mainly, the emphasis is to revise this core part many times, in this part the teacher and student carries on the face-to-face communication. After the communication, the students constantly revise their compositions. After the practice, the article also analyzes some problems that can not be solved in the process of practice. Put forward a good teaching ideas in the implementation of different environments will meet with a variety of problems, implementers can adhere to the basic principles of the situation to do some flexible. Of course, the implementation of a teaching idea also needs the guarantee of all kinds of resources.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34

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