高中语文以读促写教学策略研究

发布时间：2018-03-06 22:30

本文选题：高中语文　切入点：以读促写　出处：《沈阳师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：阅读与写作向来是语文教学关注的焦点,在高中语文教学中实施以读促写教学策略是促进阅读和写作双提高的最佳途径,即可以有效地解决当下语文教学中读写效率低下的问题,又可以提高学生的语文素养。然而当下对于高中语文以读促写教学策略的研究,虽然也提出了一些相应的教学策略,但多数以读促写策略大同小异操作性不强,对于高中语文以读促写教学策略的研究并不到位,故而高中语文以读促写教学的效果并不理想。根据当下高中语文以读促写教学的现状,追溯以读促写的历史渊源结合相关的心理学理论,为高中语文以读促写教学策略提供有力的依据,分析当前高中语文以读促写教学的不足及其产生原因,从理论和实践两个方面提出具体可行的实施策略,以提升和改进高中语文以读促写的教学策略。本论文共分为三个部分,第一部分追溯了实施高中语文以读促写教学的理论渊源,解析了高中语文读写观的发展,从语言输入、输出理论和学习迁移理论两个方面探究实施高中语文以读促写教学策略的依据。在第二部分从成效和问题两方面论述当下高中语文以读促写教学策略的实施现状,并从高中语文教材编写中读写联系不紧密、教师指导以读促写教学的盲目随意和学生对以读促写实践的不重视三个方面分析其产生的原因。第三部分是全文的重点,根据前两章所论述的高中语文以读促写教学的现状结合相应的理论依据,进一步改进和提升高中语文以读促写教学策略。高中语文以读促写教学策略要做到人文性与工具性的统一,关注阅读促进写作的同时也要关注写作对阅读的促进作用;在实施过程中要立足阅读文本并且拓宽阅读渠道促进写作,试图通过文本构思、移植情感、思辨性阅读和新媒体阅读等方法来促进学生写作水平的提高。希望能为高中语文教学实践提供一些可供参考的以读促写教学策略以提高读写教学的效率,提高学生的写作能力进而全面提高学生的语文素养。
[Abstract]:Reading and writing in Chinese teaching is always the focus of attention, the implementation of reading to write teaching strategies to promote reading and writing the best way to improve the double language teaching in high school, which can effectively solve the problem of low efficiency of the current reading and writing in Chinese teaching, but also can improve the students' Chinese accomplishment. However for the moment in high school Chinese study on the teaching strategies of reading and writing, although also put forward some corresponding teaching strategies, but most reading to write the same strategy operation is not strong, for the high school Chinese reading to study writing teaching strategy is not in place, so the high school Chinese reading to write the teaching effect is not ideal. According to the current high school Chinese reading to promote the status of writing teaching, traces the history of reading to write according to the related theory of psychology, for the high school Chinese reading to provide a strong basis for the analysis of the current high school writing teaching strategies. Chinese reading to writing teaching deficiencies and causes, from two aspects of theory and practice put forward specific and feasible implementation strategies, to enhance and improve the high school Chinese reading to write teaching strategies. This paper is divided into three parts, the first part traces the implementation of high school Chinese reading to writing teaching theory analysis of the development of high school Chinese, reading and writing from the view of the language input, two output theory and learning transfer theory to explore the implementation of high school Chinese reading to write teaching strategies. The language in two aspects from the second part discusses the current achievements and problems in the implementation of the status quo of high reading to writing teaching strategies, and from high school the compilation of Chinese textbook in reading and writing are not closely linked to the guidance of teachers, the teaching of reading to write at random and students in reading to write practice do not attach importance to the analysis of the causes in three aspects. The third part is the emphasis of the thesis According to this point, the first two chapters of the high school Chinese reading to writing teaching situation with the corresponding theoretical basis, further improve and enhance the high school Chinese reading to write teaching strategies. Senior high school Chinese reading to write teaching strategies to achieve the unity of humanity and instrumentality, focus on reading promotion writing at the same time promote pay attention to the role of reading writing; should be based on the reading of the text and broaden the channels to promote reading writing in the implementation process, the text tries to conceive, transplantation of emotion, critical reading and reading of new media and other methods to promote the improvement of students' writing skills. Hope to provide some reference for the improvement of writing teaching strategies to improve the efficiency reading and writing teaching for senior Chinese teaching practice, improve students' writing ability and improve the students' Chinese accomplishment comprehensively.

【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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