高中写作教学个性化叙事指导策略研究

发布时间：2018-03-05 02:24

本文选题：个性化　切入点：叙事　出处：《南京师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：记叙文中的叙事一直是高中写作的重要组成部分,但在新材料作文背景下,不少老师和学生热衷于模式化的议论文,对记叙文置之不理。高中生不愿意也不会讲故事已是不争的事实,即使偶尔出现一两篇叙事文,也总有似曾相识之感,这与新课标中有个性、有创意地表达完全背道而驰。在高考指挥棒的影响下,目前对记叙文尤其是叙事类作文的挖掘还不够深入,笔者试图找到叙事学和个性化写作教学指导思想的最佳结合点,为个性化叙事的写作提供思路。全文共三部分:绪论、正文和结语,其中正文分三章进行探讨。绪论是对高中写作教学个性化叙事的概说,介绍了个性化叙事研究的背景和意义,对个性、个性化、叙事和个性化叙事等相关概念进行了界定,这部分主要解决什么是个性化叙事的问题。第一章从现实依据方面,抓住学生的“学”和教师的“教”两方面,重点论述了当前高中写作教学个性化叙事缺失的现状及成因,分析了本课题实行的必要性。第二章对高中写作教学个性化叙事进行了理论探讨,主要从叙事学理论和与个性化相关的理论两个角度作说明,分析了本课题实行的可行性。一、二两章主要解决为什么要实施个性化叙事的问题。第三章对个性化叙事进行了实践探究,也是全文的研究重点,主要从叙事视角、叙事构思和叙事语言三个角度论述,并提供了鲜活的个性化叙事案例,希望能对高中生叙事能力的提高有所帮助。这部分主要解决如何指导高中生进行个性化叙事的问题。结语进一步明确本课题研究的意义及继续努力的方向。本文力图以叙事学理论及相关教育教学理论和个性化写作教学思想的融合为指导,探究行之有效的指导策略,由“我没有故事”到“我有说不尽的故事”,化被动地“要我讲故事”为主动地“我要讲故事”,并且把故事讲精彩,完成由机械简单地叙事到复杂的个性化叙事的美丽蜕变。
[Abstract]:The narrative narrative has always been an important part of high school writing, but in the new material composition background, many teachers and students are keen on the mode of argumentation, the narrative ignored. High school students do not want to never tell the story is an indisputable fact, even if occasionally appear one or two pieces of narrative, too there is always a sense of deja vu, the personality and the new curriculum standards, creative expression completely. Draw further apart the impact of the baton in the college entrance examination, the narrative especially mining narrative writing is not deep enough, the author tries to find the best combination of narrative and personalized writing teaching guiding ideology, to provide ideas for personalized narrative writing. The paper consists of three parts: introduction, text and conclusion, the text is divided into three chapters to discuss. The introduction is a brief introduction of the high school teaching writing personal narrative, introduces personal narrative research on the back The king and the meaning of personality, personalized, personalized narrative and narrative and relevant concepts, this part mainly solves what is personal narrative problem. The first chapter from the reality basis, seize the students' learning and teachers' teaching in two aspects, mainly discusses the status quo and causes of the current high school writing teaching individuation the narrative is missing, analyzes the necessity of the implementation of the project. The second chapter discusses the theory of teaching high school writing narrations, mainly from the two aspects of narrative theory and personalized related theory, analyzes the feasibility of the project implementation. The 22 chapter, mainly to solve the problem why the implementation of personalized narrative. The third chapter explores the personalized narrative research as the key point, mainly from the narrative perspective, the three aspects of narrative ideas and narrative language, and provide Fresh personalized narrative case, hoping to improve the narrative ability of high school students to help. This part mainly solves how to guide students to personal narrative. The conclusion to further clarify the significance of this study and the direction of efforts. This article tries to merge the narrative theory and related theory of education and personalized writing teaching thought as a guide, explore effective guidance strategies, from "I have no story" to "I have untold story", "passive to my story" actively "I want to tell the story, and the story is wonderful, beautiful metamorphosis personalized narrative by mechanical simple narrative to the complex.

【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34

【相似文献】