思维导图在初中作文教学中的应用研究
发布时间：2018-12-18 07:19
【摘要】：作文能力是语文能力最集中的体现,《全日制义务教育语文课程标准》中指出:“写作是运用语言文字进行表达和交流的重要方式,写作能力是语文素养的综合体现。”因此,提升学生的写作能力,是语文教育的重要任务。通过文献阅读及一学期的教育实习及调研,笔者发现目前初中生写作中存在着许多写作思维上的问题,如文章条理不清、逻辑思路混乱等等。在导师的介绍和指点下,笔者发现可以采用思维导图这一图形思维工具来帮助初中生解决这些问题。本文以思维导图理论为指导,综合使用文献分析法、调查研究法、比较法等方法,对怎样将思维导图运用于初中写作教学中这一课题展开了深入的探讨。全文共分为四部分:绪论阐述了研究的缘起、研究现状、研究内容及研究的思路和方法等,并论述了分文体来进行思维导图辅助作文教学研究的必要性。第一章思维导图理论及其对于初中写作教学的意义。本章系统阐述了思维导图理论,并考察了思维导图理论视野下的初中生写作中存在的思维问题,然后探讨了将思维导图运用于初中写作教学中的意义。第二章思维导图在初中记叙文写作教学中的应用策略。本章按照记叙文的写作过程,详细探讨了如何运用思维导图帮助学生学会记叙文的审题、立意、选材和谋篇布局等工作。第三章思维导图在初中议论文写作教学中的应用策略。本章按如何促使议论文论点明确深刻,论证合理两方面,讨论了运用思维导图辅助学生议论文写作的问题。第四章教学实践分析及结论。本章对思维导图辅助记叙文和议论文教学分别进行试验,并对实验效果进行了分析及反思。经过对教学实践的效果进行分析和反思,笔者认为,思维导图工具对促使初中生写好记叙文、议论文上均可起以相当的作用。学生通过绘制思维导图可以增强他们的写作兴趣,找到适合的写作内容,同时可以帮助他们在写作过程中进行选材立意和谋篇布局。
[Abstract]:Writing ability is the most concentrated embodiment of Chinese ability. "Writing is an important way to express and communicate by using language and characters, and writing ability is a comprehensive embodiment of Chinese accomplishment," pointed out in the Standard of Chinese Curriculum for Full-time compulsory Education. Therefore, improving students' writing ability is an important task of Chinese education. Through literature reading and a semester of educational practice and investigation, the author finds that there are many problems in the writing of junior high school students, such as the confusion of writing, the confusion of logical thinking, and so on. In the introduction and guidance of the tutor, the author found that thinking map, a graphic thinking tool, can be used to help junior high school students solve these problems. This paper, guided by the theory of thinking map, comprehensively uses the methods of literature analysis, investigation, comparison and so on, to discuss how to apply the thinking map to the teaching of junior high school writing. The full text is divided into four parts: the introduction describes the origin of the study, the status quo, research content and research ideas and methods, and discusses the necessity of writing teaching research by stylistic mapping. The first chapter is the theory of thinking map and its significance to junior high school writing teaching. This chapter systematically expounds the thinking map theory, and examines the thinking problems existing in junior high school students' writing from the perspective of thinking map theory, and then discusses the significance of applying the thinking map to junior high school writing teaching. The second chapter is the application strategy of thinking map in the teaching of narrative writing in junior high school. According to the writing process of narrative, this chapter discusses in detail how to use mind-mapping to help students learn how to review, decide, choose materials and find the layout of narrative. The third chapter: the application strategy of thinking map in the teaching of argumentative writing in junior high school. According to how to make argumentative argument clear and profound, this chapter discusses the problem of how to use thinking map to assist students to write argumentative essay. Chapter four: analysis and conclusion of teaching practice. In this chapter, the teaching of narrative and argumentative paper is tested separately, and the effect of the experiment is analyzed and introspected. Through the analysis and reflection on the effect of teaching practice, the author thinks that the thinking mapping tool can play a significant role in promoting junior high school students to write good narration and argumentation. Students can enhance their interest in writing, find suitable writing content, and help them in the process of writing material selection and text layout.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34
本文编号：2385547
[Abstract]:Writing ability is the most concentrated embodiment of Chinese ability. "Writing is an important way to express and communicate by using language and characters, and writing ability is a comprehensive embodiment of Chinese accomplishment," pointed out in the Standard of Chinese Curriculum for Full-time compulsory Education. Therefore, improving students' writing ability is an important task of Chinese education. Through literature reading and a semester of educational practice and investigation, the author finds that there are many problems in the writing of junior high school students, such as the confusion of writing, the confusion of logical thinking, and so on. In the introduction and guidance of the tutor, the author found that thinking map, a graphic thinking tool, can be used to help junior high school students solve these problems. This paper, guided by the theory of thinking map, comprehensively uses the methods of literature analysis, investigation, comparison and so on, to discuss how to apply the thinking map to the teaching of junior high school writing. The full text is divided into four parts: the introduction describes the origin of the study, the status quo, research content and research ideas and methods, and discusses the necessity of writing teaching research by stylistic mapping. The first chapter is the theory of thinking map and its significance to junior high school writing teaching. This chapter systematically expounds the thinking map theory, and examines the thinking problems existing in junior high school students' writing from the perspective of thinking map theory, and then discusses the significance of applying the thinking map to junior high school writing teaching. The second chapter is the application strategy of thinking map in the teaching of narrative writing in junior high school. According to the writing process of narrative, this chapter discusses in detail how to use mind-mapping to help students learn how to review, decide, choose materials and find the layout of narrative. The third chapter: the application strategy of thinking map in the teaching of argumentative writing in junior high school. According to how to make argumentative argument clear and profound, this chapter discusses the problem of how to use thinking map to assist students to write argumentative essay. Chapter four: analysis and conclusion of teaching practice. In this chapter, the teaching of narrative and argumentative paper is tested separately, and the effect of the experiment is analyzed and introspected. Through the analysis and reflection on the effect of teaching practice, the author thinks that the thinking mapping tool can play a significant role in promoting junior high school students to write good narration and argumentation. Students can enhance their interest in writing, find suitable writing content, and help them in the process of writing material selection and text layout.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34
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