初中作文分组互助评改教学模式的构建与实施研究

发布时间：2018-04-19 12:05

本文选题：初中语文 + 作文教学　；参考：《信阳师范学院》2017年硕士论文

【摘要】：初中语文是一门基础学科,作文恰好是学生语文知识与能力的综合表现,在培养学生语文素养方面发挥着重要作用。纵观整个作文教学过程,评改是相当重要的一环,是对作文命题、行文、感情表达的审阅和反馈。然而当我们把目光投向当前作文评改的大环境,可以感受到这样的现象:教师改文“业至辛勤”而“功夫同于虚掷”1,评改教学模式稍显陈旧,评改课堂收效甚微。初中阶段的学生正如“日出之阳”,是感知觉发展的关键期,如何使学生评其所当评,改其所当改,达到以评促改,以改促写,是当今教育中亟待进一步研究的课题,也是本人研究的主要方向。“教而不研则浅,研而不教则空”2,为了修正当今教育中“浅”、“空”的不足,我们应当教研结合,在教育学、心理学知识的指导下,实事求是地开展调查研究,整理归纳出科学有效的作文评改教学模式,最终合理的运用于教学实践。论文引言部分是对国内外作文评改教学的研究现状进行简要总结,引出新型的初中作文分组互助评改教学模式。第一章则是从笔者对信阳市三所初中学校部分师生在评改方面的调查和访谈入手,结果表明教师普遍受繁重的批改作文工作的困扰,其观念更新速度稍显缓慢等等。学生方面则相对重视评改,对转变评改模式持较大的接受态度,但自身评改知识和能力较为欠缺。针对教师与学生所反映的问题,在第二章对初中作文分组互助评改教学模式的内涵进行系统的阐述,主要论及其理论依据、基本原则、主要意图、基本特征这四个方面。紧接着便是本文的重点所在,第三章就该评改教学模式实施的三个阶段:准备阶段、操作阶段、评价阶段就进行详细阐述。准备阶段主要以提升教者素质、锻造评改内功、营造评改氛围、培植评改能力及教材迁移练笔为着眼点,为操作阶段打下坚实的基础。接下来操作阶段从宣传动员到集体评讲例文,而后依次为学生自评、小组互评、课堂推荐佳作、教师复阅补差以及家长共享习得这七个环节,并结合具体案例加以详细具体的阐述。最后一阶段多维评价与成绩评价结合,知困更加知不足。第四章提出一些注意事项,加以补充完善。本论题的研究旨在通过作文分组互助评改教学模式的构建和实施,在互助合作中培养初中生的创新精神、自学能力,真正打破“一元评价主体”,将成千上万的教师从繁复的精批细改中解放出来,把更多的精力投入教研、教改中去。
[Abstract]:Junior middle school Chinese is a basic subject, composition is the comprehensive expression of students' Chinese knowledge and ability, and plays an important role in cultivating students' Chinese literacy.Throughout the whole composition teaching process, the evaluation is a very important link, is the composition proposition, writing, emotional expression review and feedback.However, when we look at the current environment of composition evaluation, we can feel such a phenomenon: teachers change the essay "work to hard" and "Kung Fu is equal to throw" 1, the teaching mode of evaluation is a little outmoded, and the classroom evaluation has little effect.Students in junior middle school are like "Sunrise of Sunrise", which is a critical period for the development of perception. How to make students evaluate what they should comment on, how to change it, and how to improve it by evaluation and writing is an urgent task to be further studied in today's education.It is also the main direction of my research.In order to correct the deficiency of "shallow" and "empty" in today's education, we should combine teaching and research and carry out investigation and research in a practical and realistic manner under the guidance of pedagogy and psychological knowledge.The scientific and effective teaching mode of composition evaluation is summarized and applied in teaching practice.The introduction part is a brief summary of the current situation of composition evaluation teaching at home and abroad, leading to a new teaching mode of composition evaluation in junior high school.The first chapter is from the author of Xinyang three junior high school teachers and students in the evaluation of the investigation and interviews, the results show that teachers are generally troubled by the heavy work of correcting the composition, its concept is slightly slow to update and so on.On the other hand, the students pay more attention to the evaluation and take a more receptive attitude to changing the evaluation mode, but their own evaluation knowledge and ability are relatively lacking.Aiming at the problems reflected by teachers and students, in the second chapter, the connotation of the teaching mode of composition grouping and mutual aid evaluation in junior high school is systematically expounded, which mainly deals with its theoretical basis, basic principles, main intention and basic characteristics.Then there is the focus of this paper, the third chapter on the evaluation of the three stages of the implementation of the teaching model: the preparation phase, the operation phase, the evaluation phase on the detailed elaboration.The preparation stage mainly focuses on improving the quality of the teacher, forging the internal work of evaluation, creating the atmosphere of evaluation, cultivating the ability of evaluation and the transfer of teaching materials and practicing pen, so as to lay a solid foundation for the operation stage.The next operational stage is from propaganda mobilization to collective evaluation of examples, followed by students' self-assessment, group evaluation, classroom recommendations, teachers' rereading and supplement, and parents' shared acquisition.Combined with specific cases to be elaborated in detail.In the last stage, the multi-dimensional evaluation and achievement evaluation are combined to make it more difficult to know.The fourth chapter puts forward some points for attention, to complement and perfect.The purpose of this thesis is to cultivate the creative spirit of junior high school students in the process of mutual aid and cooperation, and to break the "monistic evaluation subject" through the construction and implementation of the teaching mode of composition grouping mutual aid evaluation.To liberate thousands of teachers from complicated and meticulous criticism and reform and devote more energy to teaching and research and teaching reform.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34

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