高中写作教学内容完善与开发的策略研究

发布时间：2018-03-06 14:07

本文选题：高中　切入点：写作教学　出处：《扬州大学》2016年硕士论文　论文类型：学位论文

【摘要】：写作教学,一直是高中语文教学的重点之一。但是受应试教育的影响,高中写作教学长期以来存在着“重方法,轻内容”的倾向,而高中写作教学内容存在的缺陷,成为制约写作教学水平的瓶颈。本文的论题是高中写作教学内容研究,主体部分为三章：第一章描述和分析了高中写作教学现状。通过对学生进行问卷调查分析,发现学生对写作缺乏兴趣、写作自我效能感低下、对课堂写作教学认同感低；通过对教师的写作教学访谈分析,发现存在写作教学信念的不确定、写作教学内容的随意化、写作教学形式的单一化、写作教学功能的过度拔高的问题。而种种问题最根本的原因在于课堂写作教学内容存在缺陷。第二章从课程、教材、教学三个维度对写作教学内容之所以存在缺陷进行了剖析。课程层面中,写作教学内容存在缺陷,主要在于课程标准中内容标准的阐述不明确、课程中写作文体与社会实践写作联系不紧密；教材层面中,写作教学内容存在缺陷,主要在于教材中写作知识的陈旧、教材中写作知识呈现方式的单一；教学层面中,写作教学内容存在缺陷,主要在于教学中对写作交际功能的忽视以及教学中对序列化、活动化的过度追求。第三章重点探讨了完善和开发写作教学内容的行动策略。在课程层面中,完善写作教学内容的策略包括明确课程标准中的内容标准和紧密课程中写作文体与社会写作实践的联系。在教材层面中,完善写作教学内容的策略包括更新教材中的写作知识和丰富教材中写作知识的呈现方式。教学层面,本文提出了开发写作教学内容的两种策略,包括运用交际语境写作开发写作教学内容和运用微型写作开发写作教学内容的策略。交际语境写作是以读者为中心、以交流为目的、重视语境生成功能的写作。运用交际语境写作生成写作教学内容的途径可以分解为三个步骤：第一,分析写作任务的交际语境,启动学生内在表达机制；第二,填补学生生活经验和写作经验,生成写作内容；第三,弥补学生语文经验的不足,训练语言表达技能。微型写作课是立足于学生写作细节的短小精悍、真实快乐、高效智慧的的写作课程。它不求面面俱到,而是聚焦核心困难,选择核心知识,解决要害问题,既便于学生的学习,也便于老师的设计与教学。运用微型写作生成写作教学内容的策略,包括微化写作目标的策略、微化写作内容的策略、微化写作情境的策略以及微化写作支架的策略。
[Abstract]:Writing teaching has always been one of the key points in Chinese teaching in senior high school. However, under the influence of examination-oriented education, writing teaching in senior high school has the tendency of "emphasizing methods and neglecting content" for a long time, while the teaching content of writing in senior high school has some defects. The main part of this paper is three chapters: the first chapter describes and analyzes the current situation of writing teaching in senior high school. It is found that students lack interest in writing, have a low sense of self-efficacy in writing, and have a low sense of identity in classroom writing teaching, and find that there is uncertainty in writing teaching beliefs and arbitrary writing teaching content through interviews with teachers in writing teaching. The single form of writing teaching, the excessive development of writing teaching function, and the most fundamental reason for all these problems lies in the defects of the teaching content of classroom writing. Chapter two starts with the curriculum, teaching materials, teaching materials, teaching materials, teaching materials, teaching materials, teaching materials, teaching materials, teaching materials, and teaching materials. The three dimensions of teaching have analyzed the defects of the teaching content of writing. In the curriculum level, there are defects in the teaching content of writing, mainly because the explanation of the content standard in the curriculum standard is not clear. Writing style in curriculum is not closely related to social practical writing; in teaching material, there are defects in the teaching content of writing, mainly due to the old writing knowledge in the textbook, the single presentation of writing knowledge in the textbook, and the teaching level in teaching. There are some defects in the teaching content of writing, which mainly lie in the neglect of the communicative function of writing and the serialization in teaching. Chapter three focuses on the strategies to improve and develop the teaching content of writing. The strategies to improve the teaching content of writing include clarifying the content standard of curriculum standard and the relation between writing style and social writing practice in close curriculum. The strategies to improve the teaching content of writing include updating the writing knowledge in the textbook and enriching the presentation of the writing knowledge in the teaching material. At the teaching level, this paper puts forward two strategies to develop the teaching content of writing. It includes the strategies of using communicative context writing to develop writing teaching content and micro writing to develop writing teaching content. Communicative context writing is reader-centered and aims at communication. The approach of using communicative context writing to generate writing teaching content can be divided into three steps: first, analyzing the communicative context of writing tasks, starting the students' internal expression mechanism; second, To fill in the students' life experience and writing experience, to generate writing content; third, to make up for the lack of students' Chinese experience and to train language expression skills. An efficient and intelligent writing course. It does not seek to cover everything, but rather focuses on core difficulties, selects core knowledge, solves key problems, and is convenient for students to learn. It is also convenient for teachers to design and teach. The strategy of creating writing teaching content by micro-writing includes the strategy of micro-writing goal, the strategy of micro-writing content, the strategy of micro-writing situation and the strategy of micro-writing scaffold.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.34

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