高中语文任务驱动型作文构思的教学策略研究

发布时间：2019-04-03 14:01

【摘要】：2015年高考之后,教育部考试中心张开先生发表了《注重题型设计、强化教育功能》一文,总结了 2015年高考作文的特点,并且谈及了作文题型和评价标准的问题。文中正式提出“任务驱动型作文”这一概念。随后任务驱动型作文作为材料作文的一种新表现形式,受到高中教育界的普遍关注,迅速发展成为教研、考试的热门。本文着力对任务驱动型作文的特征进行分析,并希望能结合教学案例来为任务驱动型作文写作的构思提供一些教学策略,从而使这类作文的教学更具实用性和生命力。本文主要包括以下内容:绪论部分,主要梳理了任务驱动型作文与西方“任务型语言教学法”的渊源,并从理论上阐明了任务驱动型作文教学研究对于实践建构主义学习理论的意义。以及对于解决当下任务驱动型作文教学过程中遇到的实际问题的重要意义。第一章主要论述任务驱动型作文的特征以及结合教学实际所做的学情分析:任务驱动型作文在材料特征和写作要求上具有现实性、指令性;在价值评判和对学生的思辨能力的诉求方面具有权衡性、思辨性;在说理方式和布局结构要求上具有就事论事、逻辑性强的特征。这些特征分析以及学情调查、分析为教学策略研究奠定了一定的基础。第二章即文章的主体部分,针对具体的教学实例,将任务驱动型作文的构思阶段细化为立意和布局两个阶段,提出了一些实用的教学策略:在立意阶段,引导学生完成明确任务,;选取角度,明确是非;抓住材料核心事实确定中心论点三步。在布局阶段,指导学生阐释概念,做定性的价值评判,然后引导学生就事论事的展开构架。这里主要谈论了哲学辩证分析法在展开构架方面的作用。最后提出解决策略,总结升华。第三章展示教学策略的实施效果,并且从师生双方做了反思和总结,点明了任务驱动型作文构思阶段的教学策略实施的重要意义。结语部分,对本文主要探究的问题做了概括,并对任务驱动型作文的教学前景寄予了美好的展望。
[Abstract]:After the college entrance examination in 2015, Mr. Zhang, the examination center of the Ministry of Education, published "pay attention to the Design of questions and strengthen the function of Education", summarized the characteristics of the composition of the college entrance examination in 2015, and talked about the problem of the writing type and the evaluation standard. In this paper, the concept of "task-driven composition" is formally proposed. Then, as a new form of material composition, task-driven composition has been paid more and more attention by high school education circles, and has become a hot topic in teaching, research and examination. This paper focuses on the analysis of the characteristics of task-driven composition, and hopes to provide some teaching strategies for the conception of task-driven composition combined with teaching cases, so as to make the teaching of this kind of composition more practical and viable. This article mainly includes the following content: introduction part, mainly combs the origin of the task-driven composition and the western "task-based language teaching method", It also expounds the significance of task-driven composition teaching research for practical constructivism learning theory. It is of great significance to solve the practical problems encountered in the task-driven composition teaching process. The first chapter mainly discusses the characteristics of task-driven composition and the analysis of learning situation combined with teaching practice: task-driven composition is realistic and instructive in terms of material characteristics and writing requirements; In the aspect of value evaluation and the demand for students' thinking ability, it has the characteristics of weighing and thinking, and the requirement of reasoning mode and layout structure has the characteristics of case-to-case and strong logic. These characteristics analysis, as well as the investigation of academic situation, have laid a certain foundation for the study of teaching strategies. The second chapter is the main part of the article, aiming at the concrete teaching example, the conception stage of the task-driven composition is divided into two stages: intention and layout, and some practical teaching strategies are put forward: in the intention stage, Guide students to complete specific tasks; Select the angle, clear is not; grasp the material core facts to determine the center of the argument three steps. In the layout stage, guide the students to explain the concept, make a qualitative value evaluation, and then guide the students to develop the framework of the matter. This paper mainly discusses the role of philosophical dialectic analysis in developing the framework. Finally, put forward the solution strategy, summarize sublimation. The third chapter shows the effect of teaching strategy, and makes a reflection and summary from both teachers and students, pointing out the significance of the implementation of teaching strategy in task-driven composition conception stage. In the conclusion part, the author generalizes the main problems explored in this paper, and gives a good prospect to the teaching prospect of task-driven composition.
【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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