语用视角下的中学作文教学创新研究

发布时间：2018-03-01 16:47

本文关键词： 中学作文教学语境合作原则礼貌原则　出处：《湖南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：一直以来,中学作文教学存在着不少问题,现状堪忧。一方面,中学作文教学始终指向应试,在平时的教学中,特别注重作文的技巧技法训练,作文的语用目标未能得到应有的重视;另一方面,作文教学的指导理论随着政治意识形态左右摇摆,尽管新世纪以来作文素质教育论、作文实践活动论、作文人格论、交际语境作文教学等理论异彩纷呈,但是没有相对稳定的指导理论。笔者认为,语用学理论作为语言学范畴的一个重要理论,其语境理论、礼貌原则、合作原则等与中学作文教学目标契合,用语用学理论指导中学作文教学,能够很好地实现中学作文教学目标,从而极大地提高中学生的作文能力。本文采用例证法、理论归纳与作品分析相结合的方法,旨在分析中学作文教学的现状,从理论与实践两方面探索中学作文教学语用目标的还原与回归。本文前有绪论,后有结语,正文共分为四章,各部分的主要内容分别为:绪论部分交代了本文的选题背景及写作缘起,论述了本文的理论和实践意义,并就语用学用于语文教学的相关研究和语用学用于中学作文教学的相关研究进行文献综述,说明了本文的研究思路和研究方法。第一章为中学作文教学价值目标与现状反思。这一章主要论述了中学语文以及中学作文的价值目标,指出了中学作文教学的现状并对此进行反思。第二章为用语用学理论指导中学作文教学的可行性。该部分论述了语用学的主要研究内容及基本理论,以及语用学理论语境原则、会话原则、礼貌原则与作文的内在关联及对中学作文教学的启迪。第三章为用语用学理论指导中学作文教学的各个过程。该部分主要论述如何运用语用学理论中的语境理论、礼貌原则、合作原则指导中学作文教学的命题、指导、批改与讲评各个环节,使中学作文教学的各个过程以语用学理论为指导,实现中学作文教学的语用目标。第四章为语用学理论指导中学作文各类文体写作。该部分主要论述如何运用语用学理论中的语境理论、礼貌原则、合作原则等指导中学作文中记叙文、议论文和应用文的写作,使学生在语用学理论指导下进行各类文体写作,在写作中实现语言文字的实际运用。结语部分对本文的观点和论述进行总结和说明,同时也认可中学作文教学任务的繁重与复杂,指出用语用学理论来指导中学作文教学方面的研究比较薄弱,有着广阔的研究空间。本文的基本结论是中学作文教学中,命题离不开语境理论的指导,教学的各个过程和各类文体的写作离不开合作原则和礼貌原则的指导。结合语用学的这些理论进行中学作文教学,是改变目前中学作文教学现状,提高学生写作水平的一条重要途径。
[Abstract]:For a long time, there are many problems in composition teaching in middle schools. On the one hand, composition teaching in middle schools always points to examination-oriented teaching. In ordinary teaching, special attention is paid to the training of composition techniques and techniques. On the other hand, the guiding theory of composition teaching fluctuates with the political ideology, although in the new century, the theory of composition quality education, the theory of composition practice activity, the theory of composition personality, etc. The theories of communicative context composition teaching are various, but there is no relatively stable guiding theory. The author holds that pragmatic theory, as an important theory of linguistic category, has its context theory, politeness principle, and so on. The principle of cooperation is in accord with the goal of composition teaching in middle school. Using pragmatic theory to guide composition teaching in middle school can achieve the goal of composition teaching in middle school and greatly improve the composition ability of middle school students. The method of combining theoretical induction with work analysis aims to analyze the present situation of composition teaching in middle schools, and to explore the restoration and return of pragmatic objectives of composition teaching in middle schools from the aspects of theory and practice. The text is divided into four chapters. The main contents of each part are as follows: the introduction explains the background of the topic and the origin of the writing, and discusses the theoretical and practical significance of this paper. Literature review is also given on the relevant studies of pragmatics in Chinese teaching and pragmatics in composition teaching in middle schools. The first chapter is the value goal and the present situation reflection of the composition teaching in middle school. This chapter mainly discusses the value goal of the middle school Chinese and the composition of the middle school. This paper points out the present situation of composition teaching in middle schools and reflects on it. The second chapter discusses the feasibility of using pragmatic theory to guide composition teaching in middle schools. This part discusses the main research contents and basic theories of pragmatics, as well as the contextual principles of pragmatics theory. The third chapter is about how to use the pragmatic theory to guide the middle school composition teaching process. This part mainly discusses how to use the context theory in the pragmatics theory. The politeness principle and the cooperation principle guide the proposition, instruction, correction and evaluation of the composition teaching in middle school, so that the process of composition teaching in middle school is guided by the theory of pragmatics. This part mainly discusses how to use the context theory and politeness principle in the pragmatic theory. The principles of cooperation guide the writing of narrative, argumentative and practical writing in middle school compositions, so that students can write in various styles under the guidance of pragmatics theory. The conclusion part summarizes and explains the viewpoints and expositions of this paper, and also recognizes the heavy and complex task of composition teaching in middle schools. It is pointed out that the study on guiding middle school composition teaching by pragmatic theory is relatively weak and has broad research space. The basic conclusion of this paper is that in middle school composition teaching propositions cannot be separated from the guidance of context theory. Each process of teaching and writing of various styles can not be separated from the guidance of the principles of cooperation and politeness. Combining with these theories of pragmatics, it is necessary to change the present situation of composition teaching in middle schools. An important way to improve students' writing ability.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.34

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