高中写作思维教学的模式研究
发布时间：2018-11-05 09:45
【摘要】：写作思维是写作学的一个重要概念,是指头脑在写作语境中进行的复杂认知活动,它的品质高低直接反映着写作能力的高低。20世纪80年代,教育学界已开始重视中学生写作思维能力普遍低下的现象,具体表现为写作主题肤浅、逻辑不清、论述混乱等问题。更加严峻的事实是,中学教师群体普遍缺乏有关的专业知识和技能,在实践中无法进行有效的写作思维教学。针对这些现状,有关中学写作思维教学的研究迅速展开,已经成为当下写作教学研究的一个热点问题。本论文以高中写作思维教学模式为研究重点,通过调研教学现状,深入探究写作思维教学的规律,尝试对教学模式进行创新性的开发。本论文的研究内容围绕写作思维教学模式的六要素展开,共包括四个章节。在第一章节中,以现代课程与教学论作为理论基础,以一般写作教学模式的六要素为界定维度,界定和拓展写作思维教学模式的概念,为后续研究内容奠定理论规范。第二章节主要采用内容分析法,对国内2005-2016年间发表的有关“写作思维教学”的研究成果进行整理。以教学模式六要素作为统计与分析的维度,探究与六要素密切相关的教学规律,为开发新的教学模式提供有效的实践依据。第三章节主要采用问卷调查法,对福州第三中学高二年段的学生进行问卷调查,搜集并分析真实的学情信息。第四章节,是基于前三章节的研究结论,模拟开发出三种教学模式,分别是准备思维教学模式、应用思维教学模式和修正思维教学模式。最后对这三种模式进行实践和反思,对取得良好成效的部分充分吸纳,在不足的方面则加以改进完善,期望能对日后高中语文写作思维教学发挥正面的启示作用。
[Abstract]:Writing thinking is an important concept in writing. It refers to the complex cognitive activities carried out by the mind in the context of writing, and its quality directly reflects the level of writing ability. The educational circles have begun to pay attention to the phenomenon that the middle school students' writing thinking ability is generally low, which is manifested in superficial writing theme, unclear logic, confusion of discussion and so on. The more serious fact is that the group of middle school teachers generally lacks relevant professional knowledge and skills and can not teach effective writing thinking in practice. In view of these present situation, the research about the middle school writing thought teaching develops rapidly, and has become a hot issue in the current writing teaching research. This paper focuses on the teaching mode of writing thinking in senior high school. By investigating the present situation of teaching, this paper probes into the law of writing thinking teaching, and tries to develop the teaching mode innovatively. This thesis focuses on the six elements of writing thinking teaching mode, including four chapters. In the first chapter, taking the modern curriculum and teaching theory as the theoretical basis and the six elements of the general writing teaching mode as the defining dimension, the author defines and expands the concept of the teaching mode of thinking in writing, thus laying a theoretical standard for the content of the following research. The second chapter mainly uses the content analysis method, carries on the collation to the domestic 2005-2016 related "writing thought teaching" research results. Taking the six elements of teaching mode as the dimension of statistics and analysis, this paper explores the teaching rules closely related to the six elements, and provides an effective practical basis for the development of a new teaching model. The third chapter mainly uses the questionnaire method, carries on the questionnaire survey to the Fuzhou third middle school senior middle school 2 years high school students, collects and analyzes the true study situation information. The fourth chapter, based on the conclusions of the first three chapters, simulates and develops three teaching models, namely, the preparatory thinking teaching mode, the applied thinking teaching model and the modified thinking teaching mode. Finally, the three models of practice and reflection, to achieve good results of the part of the full absorption, in the lack of improvement and improvement, hoping to play a positive role in the teaching of Chinese writing thinking in the future.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34
本文编号：2311679
[Abstract]:Writing thinking is an important concept in writing. It refers to the complex cognitive activities carried out by the mind in the context of writing, and its quality directly reflects the level of writing ability. The educational circles have begun to pay attention to the phenomenon that the middle school students' writing thinking ability is generally low, which is manifested in superficial writing theme, unclear logic, confusion of discussion and so on. The more serious fact is that the group of middle school teachers generally lacks relevant professional knowledge and skills and can not teach effective writing thinking in practice. In view of these present situation, the research about the middle school writing thought teaching develops rapidly, and has become a hot issue in the current writing teaching research. This paper focuses on the teaching mode of writing thinking in senior high school. By investigating the present situation of teaching, this paper probes into the law of writing thinking teaching, and tries to develop the teaching mode innovatively. This thesis focuses on the six elements of writing thinking teaching mode, including four chapters. In the first chapter, taking the modern curriculum and teaching theory as the theoretical basis and the six elements of the general writing teaching mode as the defining dimension, the author defines and expands the concept of the teaching mode of thinking in writing, thus laying a theoretical standard for the content of the following research. The second chapter mainly uses the content analysis method, carries on the collation to the domestic 2005-2016 related "writing thought teaching" research results. Taking the six elements of teaching mode as the dimension of statistics and analysis, this paper explores the teaching rules closely related to the six elements, and provides an effective practical basis for the development of a new teaching model. The third chapter mainly uses the questionnaire method, carries on the questionnaire survey to the Fuzhou third middle school senior middle school 2 years high school students, collects and analyzes the true study situation information. The fourth chapter, based on the conclusions of the first three chapters, simulates and develops three teaching models, namely, the preparatory thinking teaching mode, the applied thinking teaching model and the modified thinking teaching mode. Finally, the three models of practice and reflection, to achieve good results of the part of the full absorption, in the lack of improvement and improvement, hoping to play a positive role in the teaching of Chinese writing thinking in the future.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34
【参考文献】
相关期刊论文 前10条
1 张娟;;关注体验过程 唤醒写作思维——基于体验式写作活动实践的思考[J];语文教学通讯;2015年32期
2 黎光;;点“材”成金——作文思维训练设计[J];中学语文教学;2015年11期
3 陈敏;;因果分析——议论文说理的有效方法[J];语文学刊;2015年17期
4 郑桂华;;探索议论文专题写作教学的新思路[J];中学语文教学;2015年08期
5 王晓民;张瑾琳;孙国玉;;《缘事析理 写得深刻》课例赏鉴[J];语文教学通讯;2015年Z1期
6 纪少昆;张玉新;;《从无话可写到写得深刻》课例赏鉴[J];语文教学通讯;2015年Z1期
7 贾洁;郭惠宇;;《学习辩证分析》课例赏鉴[J];语文教学通讯;2015年Z1期
8 张华;;把作文写深刻——运用矛盾技术,写出深刻句子[J];语文教学通讯;2015年16期
9 茹清平;;议论文:要有思想的“含金量”——议论文段落写作训练[J];语文教学通讯;2015年16期
10 许友超;;缘事析理 思而有情[J];语文教学通讯;2015年16期
，本文编号：2311679
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2311679.html
