初中记叙文写作的序列化训练研究

发布时间：2018-03-10 13:24

本文选题：初中　切入点：记叙文　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：初中阶段,是学生身体和心理逐步成熟的阶段,他们的内心更加敏感,思想更加深刻,知识更加丰富。在这一阶段中进行记叙文写作训练可以取得更好的效果,然而,反观现实课堂,学生的写作训练基本处于重复或混乱状态,为此,特别提出了初中记叙文写作训练的序列化研究。希望通过这一研究能够弥补现阶段初中记叙文写作教学的部分不足,为教学提供可借鉴的方法,提高作文学习效率。该课题以认知发展主义和建构主义为依据,充分考虑学生的学习现状和发展规律,通过查找文献,归纳总结等方法从以下几个方面进行了研究。首先,关于这一课题的主要研究状况。目前对记叙文写作训练的研究主要在文章内容、写作内容、写作方法以及文体、思维、句段篇为主的方面。其次,统观研究,结合实际教学可以发现目前初中记叙文写作序列化训练无论是在教师教学上还是学生学习上都还存在严重问题。教学上文体训练序列化意识薄弱,目标制定序列缺失,写法指导无序列,测评方式无序列。学习上表达方式、技巧无序列,认知、选材序列性弱,自我评价无梯度。这种情况下,本文通过制定目标分解策略,任务定位策略,过程指导策略和习作评改策略以及动力注入策略进行探索,提出一些相应办法。但是序列化研究的深度和广度还有所欠缺,在未来的教学实践中还需逐步完善。
[Abstract]:The junior middle school stage is the stage of students' physical and psychological maturity, their inner mind is more sensitive, their thoughts are more profound, and their knowledge is richer. In this stage, the training in narrative writing can achieve better results, however, On the contrary, the students' writing training is in a state of repetition or confusion. In particular, the serialization study of narrative writing training in junior high school is put forward. It is hoped that this study can make up for some deficiencies in the teaching of narrative writing in junior high school at present, and provide some methods for reference to the teaching. Based on cognitive developmentism and constructivism, this topic is studied from the following aspects: the present situation of students' study and the law of their development, through the search of literature, the induction and summary of literature, and so on. At present, the research on the training of narrative writing is mainly focused on the content of the article, the content of writing, the writing method, the style, thinking and sentence passage. Combining with the actual teaching, we can find that there are still serious problems in the serialization training of narrative writing in junior high school both in the teaching of teachers and in the study of students. The serialization consciousness of stylistic training in teaching is weak, and the sequence of target formulation is missing. No sequence, no sequence, no sequence in study, no sequence in skill, no sequence in learning, weak sequence in material selection, no gradient in self-evaluation. In this case, this paper formulates a strategy of goal decomposition, a strategy of task orientation, The process guidance strategy, exercise evaluation strategy and power injection strategy are explored, and some corresponding methods are put forward. However, the depth and breadth of serialization research are still lacking and need to be perfected step by step in the future teaching practice.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.34

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