管建刚“作后讲评”写作教学研究

发布时间：2018-05-03 00:44

  本文选题：管建刚 + 写作教学　； 参考：《山东师范大学》2017年硕士论文

【摘要】：“作前指导”作为我国传统的写作教学模式,弥补了学生写作认知的空缺,提高了写作教学的效率,使学生在短时间内就能够掌握写作技能。但是,“作前指导”的弊端也是显而易见的,作文结构的模式化,作文语言的辞藻化,作文内容的假大空,都是“作前指导”写作教学的后遗症。写作不再是一种生命的言说,而成为考试取得高分的一个跳板。这种对创作主体的生命扼杀,使我国写作教学长期处于瘫痪状态,止步不前。管建刚老师在自身的写作教学实践活动中,对作文教学进行了一场深刻的变革,提出了“作后讲评”的口号。叶圣陶先生在谈及写作技巧时就曾说过“只有我们自己去思索关于作文的法度,技巧等问题,有所领悟,自然每逢写作,无不如愿了。”“作后讲评”写作教学的本质是对写作主体生命意识的唤醒,充分体现了教师指导性和学生主体性的现代教育教学观念。“生命动力”说作为管建刚写作教学思想的精髓,是其开展一切教学活动的根本依据。无论是对教学目标的设定、教学内容的选择、教学过程的设计、教学策略的使用都离不开这一主导思想。管建刚“作后讲评”写作教学的价值性在小语界已经得到了认可,众多语文教师也对其教学课例进行了系统化分析,对写作教学内容、写作教学方法、写作教学过程以及写作教学意义等几个方面都有研究。但是,研究的结果流于表面,形式化明显,过于简单。在管老师教学课例启发下的教学实践也以简单模仿为主,缺乏对写作教学本质的理解,鲜有创新,难以发挥管老师“作后讲评”写作教学的指导意义和启发价值。通过上述对管建刚“作后讲评”写作教学思想的论述,本文通过对管建刚老师“作后讲评”写作教学思想的系统研究,从四个方面对“作后讲评”写作教学做了深入探讨。第一章主要介绍“作后讲评”写作教学的思想来源以及对其隐含的科学理论进行阐释,从而探究作后讲评写作教学的本质内涵。第二章笔者重点介绍了“作后讲评”写作教学的目标和主要教学内容,通过目标来探究在具体教学过程中讲评教学的宗旨及其核心要义。对于教学内容主要从写作知识讲评着手,探寻其与传统讲评的本质差异。第三章主要论述了“作后讲评”写作教学的过程和有效策略。通过对教学过程的分析探究“作后讲评”的教学实践价值和操作意义。从微观和宏观角度对讲评教学的策略进行分析,归纳出具体有效的教学方法。最后一章节,以全面发展的态度综合审视管建刚“作后讲评”写作教学成功的要义,并指出不足,提出客观、科学的教学启示,供一线语文教师参考。
[Abstract]:As the traditional writing teaching mode in our country, "Pre-writing instruction" makes up for the vacancy of students' writing cognition, improves the efficiency of writing teaching and enables students to master writing skills in a short time. However, the disadvantages of "guidance before doing" are also obvious. The stylization of composition structure, the rhetoric of composition language and the empty content of composition are the sequelae of writing teaching. Writing is no longer a word of life, but a springboard for getting high marks in exams. This stifling the life of the creative subject has paralyzed the teaching of writing in our country for a long time. In his writing teaching practice, teacher Guan Jiangang made a profound change in composition teaching and put forward the slogan of "comment after doing". Mr. Ye Shengtao once said when talking about writing skills, "only we think about the composition of the law, skills and other issues, to understand, of course, every writing, all want to feel." The essence of writing teaching is to awaken the life consciousness of the writing subject, which fully embodies the modern educational and teaching concept of teachers' guidance and students' subjectivity. As the quintessence of Guan Jiangang's writing teaching thought, the theory of "life motive force" is the fundamental basis for his carrying out all teaching activities. No matter the setting of teaching goal, the choice of teaching content, the design of teaching process and the use of teaching strategy can not be separated from this leading thought. The value of writing teaching has been recognized in small language circles by Guan Jiangang, and many Chinese teachers have also made systematic analysis of their teaching examples, and have made a systematic analysis of the teaching contents and teaching methods of writing. Writing teaching process and writing teaching significance are studied in several aspects. However, the results of the study flow on the surface, the formalization is obvious and too simple. The teaching practice inspired by Guan teacher's teaching example is also based on simple imitation, lacking understanding of the essence of writing teaching, lacking of innovation, and it is difficult to give full play to the guiding significance and enlightening value of Guan teacher's "comment after making comments" writing teaching. Based on the above discussion of Guan Jiangang's writing teaching thought of "post-comment", this paper makes a deep discussion on the writing teaching of "post-comment" from four aspects through the systematic study of Guan Jiangang's "post-comment" writing teaching thought. The first chapter mainly introduces the ideological source of writing teaching and the explanation of its implied scientific theory, so as to explore the essential connotation of post-comment writing teaching. In the second chapter, the author focuses on the teaching objectives and main contents of writing teaching, and probes into the purpose and the core meaning of the teaching in the process of teaching. The teaching content mainly starts from the writing knowledge comment, explores the essential difference between the writing knowledge comment and the traditional comment. The third chapter mainly discusses the writing teaching process and effective strategies. Through the analysis of teaching process, this paper explores the practical value and significance of teaching practice. This paper analyzes the teaching strategies from micro and macro angles, and concludes concrete and effective teaching methods. In the last chapter, the author comprehensively examines the essentials of the success of writing teaching in Guan Jiangang's "after making comments" with an all-round development attitude, and points out the shortcomings, and puts forward some objective and scientific teaching revelations for the reference of first-line Chinese teachers.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34

【参考文献】

中国期刊全文数据库 前10条

1 谢晓明;;短句和长句[J];语文教学与研究;2016年12期

2 吴勇;;让写作知识充满“亲和力”——对写作知识的再认识[J];语文教学通讯;2016年06期

3 柯玉瑜;;创设情境 表达内心——五年级心理描写方法习作指导课说课[J];语文教学通讯;2015年36期

4 张燕华;;小学生作文的语言特征、存在的问题及教学建议——基于语言学的分析[J];课程.教材.教法;2015年11期

5 薛桂平;;关注微写作指导,让习作变得鲜活——以五年级人物语言描写指导为例[J];语文教学通讯;2015年Z3期

6 金洁萍;;聚焦“三力训练”,提升作后讲评的效度[J];小学教学研究;2015年23期

7 景洪春;;《作文月报》讲评课教学实录与反思[J];语文教学通讯;2015年Z3期

8 周珊;;《人物外貌描写》教学实录[J];语文教学通讯;2015年Z2期

9 陈馨;钱金涛;;《动作描写传神三步》课例赏鉴[J];语文教学通讯;2015年Z1期

10 赵慧姝;;探讨作文的场面描写如何抓住“点”[J];作文教学研究;2015年04期

中国博士学位论文全文数据库 前3条

1 刘义民;语文教学目标有效生成研究[D];西南大学;2013年

2 荣维东;写作课程范式研究[D];华东师范大学;2010年

3 朱建军;中学语文课程“读写结合”研究[D];华东师范大学;2010年

中国硕士学位论文全文数据库 前10条

1 王静花;初中作文序列化训练策略研究[D];苏州大学;2015年

2 刘炯;认知结构理论在中学历史教学中的应用研究[D];河南大学;2014年

3 张迪;黄厚江本色作文教学观研究[D];云南师范大学;2014年

4 梁s，

本文编号：1836225