高中语文作文评价研究
发布时间：2019-02-28 11:23
【摘要】：写作教学是高中语文教学的重要构成部分。作文评价活动是保证写作教学效果的重要因素。本文正是对高中语文作文评价活动进行较为全面的考察,以期推进高中语文写作教学研究。论文主要由六个部分组成:第一部分是绪论。这一部分对评价、作文评价进行了概念界定,说明了作文评价对于作文教学的促进作用。这一部分还总结了国内外对于高中作文评价的研究现状,说明了建构主义理论、自主学习理论是本次研究的理论基石。第二部分是高中语文作文评价的现状调查。通过问卷及访谈的形式,笔者整理记录了调查和访谈的结果,力图从学生和教师的角度客观呈现出当前高中语文作文评价的现状。第三部分总结归纳了当前高中语文作文评价存在的问题,探寻问题产生的原因。研究发现,存在问题有:评价时重视评价作文技巧,轻视人文关怀;重视写作结果,轻视学生在写作过程中的态度、方法;多采取学生间的横向比较、少学生个体的纵向分析等。产生问题的原因主要有:教师批改任务重;评价标准不清楚,教师评价内容主观性色彩明显;教师对评价的发展功能认识不清;在评价中,评价主体分工不明,学生缺少话语权;学生互评由于操作不当等。第四部分从评价方式、评价内容、评价过程等角度给出了解决问题的相应对策。主要有采取大小作文结合的方法,各有侧重地明确作文评价标准;优化评语写作,推重表意清楚、针对性强的鼓励性评语;兼顾学生互评的前期和后期工作,维护学生互评的评改热情。第五部分是作文评价举例。笔者以一次习作评价为例,从实践层面对如何组织学生互评进行探索:首先教师讲评范文,帮助学生掌握评价标准;随后将学生分成水平相当的小组,进行组内评价,推选佳作;最终由全班进行评议。本次设计耗时不短,收获良多,学生互评效果不错。第六部分是结语。这一部分对全文进行了系统总结,说明了一些还可进一步思考和研究的未尽问题:如何区分小学、初中及高中语文作文评价的层次,如何发挥教师群体在作文评价中的作用,范文是否具有代表性及如何制定作文教学计划以充分发挥作文评价的辅助作用等。这有待后期进一步地探讨。
[Abstract]:Writing teaching is an important part of high school Chinese teaching. The activity of composition evaluation is an important factor to ensure the effect of writing teaching. This article is precisely to the high school Chinese composition appraisal activity carries on the more comprehensive investigation, in order to promote the senior high school Chinese writing teaching research. The paper mainly consists of six parts: the first part is the introduction. This part defines the concept of evaluation and composition evaluation, and explains the promoting effect of composition evaluation on composition teaching. This part also summarizes the research status of high school composition evaluation at home and abroad, explains the constructivism theory, autonomous learning theory is the theoretical cornerstone of this research. The second part is the high school Chinese composition appraisal present situation investigation. Through the form of questionnaire and interview, the author arranges and records the results of the investigation and interview, and tries to present the present situation of Chinese composition evaluation in senior high school objectively from the perspective of students and teachers. The third part summarizes the problems existing in the evaluation of high school Chinese composition, and explores the causes of the problems. It is found that the existing problems include: valuing writing skills, ignoring humanistic care, paying attention to writing results, ignoring students' attitudes and methods in the process of writing, and paying attention to students' attitude and methods in the process of writing. More to take the horizontal comparison among students, less individual longitudinal analysis of students, and so on. The main reasons for the problems are as follows: the task of teacher correction is heavy; the evaluation criteria are not clear; the subjective color of teachers' evaluation content is obvious; the teachers' understanding of the development function of evaluation is not clear; In the evaluation, the main body of the evaluation is unclear, the students lack the right to speak, and the students' mutual evaluation is due to improper operation and so on. In the fourth part, the countermeasures to solve the problem are given from the aspects of evaluation mode, evaluation content, evaluation process and so on. It mainly adopts the method of combining large and small composition, each has the emphasis to clarify the composition evaluation standard, to optimize the comment writing, to push forward the clear expression, the strong pertinence of the encouraging comments; Take into account the early and later work of students' mutual evaluation, maintain students' evaluation enthusiasm. The fifth part is an example of composition evaluation. Taking a practice evaluation as an example, the author explores how to organize the students' mutual evaluation from the practical level: firstly, the teacher gives a lecture on the model text to help the students master the evaluation criteria; The students were then divided into equal-level groups for intra-group evaluation, selection of excellent works, and final assessment by the whole class. This design time is not short, harvest a lot, student mutual evaluation effect is good. The sixth part is the conclusion. This part makes a systematic summary of the full text, explains some unfinished problems that can be further pondered and studied: how to distinguish the level of Chinese composition evaluation in primary, junior middle school and senior high school, how to give full play to the role of teachers in the composition evaluation, and how to give full play to the role of teachers in the composition evaluation. Whether the essay is representative or not and how to draw up the composition teaching plan to give full play to the auxiliary role of composition evaluation and so on. This needs to be further explored at a later stage.
【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：2431762
[Abstract]:Writing teaching is an important part of high school Chinese teaching. The activity of composition evaluation is an important factor to ensure the effect of writing teaching. This article is precisely to the high school Chinese composition appraisal activity carries on the more comprehensive investigation, in order to promote the senior high school Chinese writing teaching research. The paper mainly consists of six parts: the first part is the introduction. This part defines the concept of evaluation and composition evaluation, and explains the promoting effect of composition evaluation on composition teaching. This part also summarizes the research status of high school composition evaluation at home and abroad, explains the constructivism theory, autonomous learning theory is the theoretical cornerstone of this research. The second part is the high school Chinese composition appraisal present situation investigation. Through the form of questionnaire and interview, the author arranges and records the results of the investigation and interview, and tries to present the present situation of Chinese composition evaluation in senior high school objectively from the perspective of students and teachers. The third part summarizes the problems existing in the evaluation of high school Chinese composition, and explores the causes of the problems. It is found that the existing problems include: valuing writing skills, ignoring humanistic care, paying attention to writing results, ignoring students' attitudes and methods in the process of writing, and paying attention to students' attitude and methods in the process of writing. More to take the horizontal comparison among students, less individual longitudinal analysis of students, and so on. The main reasons for the problems are as follows: the task of teacher correction is heavy; the evaluation criteria are not clear; the subjective color of teachers' evaluation content is obvious; the teachers' understanding of the development function of evaluation is not clear; In the evaluation, the main body of the evaluation is unclear, the students lack the right to speak, and the students' mutual evaluation is due to improper operation and so on. In the fourth part, the countermeasures to solve the problem are given from the aspects of evaluation mode, evaluation content, evaluation process and so on. It mainly adopts the method of combining large and small composition, each has the emphasis to clarify the composition evaluation standard, to optimize the comment writing, to push forward the clear expression, the strong pertinence of the encouraging comments; Take into account the early and later work of students' mutual evaluation, maintain students' evaluation enthusiasm. The fifth part is an example of composition evaluation. Taking a practice evaluation as an example, the author explores how to organize the students' mutual evaluation from the practical level: firstly, the teacher gives a lecture on the model text to help the students master the evaluation criteria; The students were then divided into equal-level groups for intra-group evaluation, selection of excellent works, and final assessment by the whole class. This design time is not short, harvest a lot, student mutual evaluation effect is good. The sixth part is the conclusion. This part makes a systematic summary of the full text, explains some unfinished problems that can be further pondered and studied: how to distinguish the level of Chinese composition evaluation in primary, junior middle school and senior high school, how to give full play to the role of teachers in the composition evaluation, and how to give full play to the role of teachers in the composition evaluation. Whether the essay is representative or not and how to draw up the composition teaching plan to give full play to the auxiliary role of composition evaluation and so on. This needs to be further explored at a later stage.
【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
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