支架式教学在高中作文教学中的运用探究

发布时间：2018-01-16 00:13

本文关键词：支架式教学在高中作文教学中的运用探究　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在高中语文教学中,作文与阅读是教学中互不可缺的双翼。可是,长期以来的高中语文教学实际却是重阅读轻写作,与精心准备的阅读课相比,作文教学随意无章法,作文写作内容单调乏味,评价方式机械单一,并且在应试教育机制的驱使下,教师的作文教学功利色彩浓厚,学生的写作活动也是“赶鸭子上架”,作文教学由此处于尴尬的境地。为摆脱困境,广大学者和一线教师积极实践,勇于探索,“生活化作文”、“序列化作文”、“读写结合作文”等作文教学理论相继出现,指导写作教学,取得不少成果和成效。但是,学者和一线教师的研究重点多停留在“写作写什么”这一写作内容层面,对于“如何写、怎样写”这一具体的写作实践指导却很少涉及。本文的研究立足于作文教学,引入美国教育心理学家布鲁纳提出的“支架式教学”,来弥补作文教学中写作实践环节的策略指导的空缺,为教师有目的的“教”与学生有效果的“学”提供指导思路。作文教学是一个复杂连贯的过程,从出示题目到文章最终成稿,这期间要经过“审题—构思—行文—评改—升格”等环节,而且这几个部分环环相扣,缺一不可。笔者在高中作文教学的实习中,发现有的老师为了省事,只保留“审题—行文—评改”几个环节,还有的,作文课仅仅是学生一人的独角戏,教师只是检阅,评个分数而已。本文通过对高中作文教学现状进行调查,分析作文教学中存在的教学目标随意、内容单调、评价单一、写作成效有量无质的现状原因,将支架式教学策略与作文教学的实际相联系,主要从激发学生写作动机,指导学生写作准备,精细加工作文评改三个方面入手,找出具体可操作的策略。从创设情境激发兴趣,到教师指导列提纲、写下水示范文,再到全方位精细修改的写作环节,一步步的指导策略明晰展开,高效指导高中作文的“教”与“学”。在支架式教学的指导下,学生通过完成具体、明确的支架任务来获取自己作文素材的第一手资料,学习修改、评改自己的作文,最终定稿。在支架作文教学过程中,教师和学生充分参与,合作互助,实现教与学的有效互动,最终能让教师有法可教,学生学有所获,一举两得。
[Abstract]:In high school Chinese teaching, composition and reading are two indispensable wings in teaching. However, for a long time, the teaching of Chinese in senior high school actually emphasizes reading rather than writing, compared with the carefully prepared reading course. The composition teaching is random and unstructured, the composition writing content is monotonous, the evaluation method is single, and in the exam-oriented education mechanism, the teacher's composition teaching has a strong utilitarian color. The students' writing activities are also "driving ducks to the shelves", so composition teaching is in an awkward situation. In order to get rid of the predicament, the vast number of scholars and teachers actively practice, dare to explore, "life composition". "serialization composition", "reading and writing combined composition" and other composition teaching theories have emerged one after another, guiding writing teaching, and achieved a lot of results and results. Scholars and front-line teachers mostly focus on the writing content of "what to write", as to how to write. How to write "this specific writing practice guidance is seldom involved." the research in this paper is based on composition teaching, and introduces the "scaffolding teaching" put forward by American educational psychologist Bruner. It is a complicated and coherent process to make up for the lack of strategy guidance in writing practice in composition teaching and to provide guidance ideas for teachers' purposeful "teaching" and students' effective "learning". From the presentation of the title to the final draft of the article, this period must go through the "review of the problem-conception, text, evaluation-upgrade" and so on, and these parts are linked to each other, one of the indispensable. The author in senior high school composition teaching practice. Found that some teachers in order to save trouble, only retain "review of the problem-the text-evaluation" several links, there is, the composition class is only a student's monologue, the teacher is only review. By investigating the present situation of composition teaching in senior high school, this paper analyzes the reasons why the teaching goal is random, the content is monotonous, the evaluation is single, and the writing effect has no quantity or quality. Connecting the scaffolding teaching strategy with the reality of composition teaching, it mainly starts from three aspects: arousing students' writing motivation, guiding students' writing preparation, and meticulously processing composition evaluation and correction. Find out the specific operational strategies. From creating situations to stimulate interest, teachers guide outline, write water demonstration text, and then to the all-directional and precise revision of the writing link, step by step guidance strategy clear development. Under the guidance of scaffolding teaching, students can obtain first-hand materials of their composition materials and learn to modify them by completing specific and definite scaffolding tasks. In the process of composition teaching, teachers and students participate fully, cooperate with each other, realize the effective interaction between teaching and learning, and finally make teachers have the method to teach, students learn something. Kill two birds with one stone.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.34

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