高中生作文自主修改能力研究与培养策略

发布时间：2018-06-03 15:27

本文选题：高中 + 语文作文　；参考：《福建师范大学》2015年硕士论文

【摘要】：目前高中语文教材提供的大多是写作修改的陈述性知识,而缺乏相关的程序性知识,而且在写作修改训练中教师给学生提供的多是“修改指令”,而缺少具体的操作措施。这就使得学生在作文修改时常常出现“不知道怎么改”的状况。由此可见,教师应注重加强修改程序性知识的指导与运用,本文对高中生写作修改能力培养策略这一程序性知识进行研究,重点体现为课堂上注重对例文的评析,这不仅能优化学生修改策略,落实程序性知识的运用,还能检验学生是否有效的应用修改知识的同时也能启发学生发现议论文中可能出现的论点不明确,论据分析不透彻等问题,并给予他们行之有效的方法,这样有利于充分发挥学生修改作文的自主性,也有利于实现教师主导性与学生自主性的和谐发展。
[Abstract]:At present, most senior high school Chinese textbooks provide declarative knowledge of writing revision, but lack of relevant procedural knowledge. Moreover, in writing revision training, teachers provide students with "modification instructions" and lack of specific operational measures. This makes students often do not know how to modify their composition. It can be seen that teachers should pay more attention to the guidance and application of modifying procedural knowledge. This not only can optimize the students' modification strategies and implement the application of procedural knowledge, but also can test whether the students can effectively apply the modified knowledge, and can also enlighten students to find that the arguments that may appear in the argumentation are not clear. The argument analysis is not thorough, and gives them effective methods, which is helpful to give full play to the autonomy of students' composition revision, and to realize the harmonious development of teachers' leading and students' autonomy.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.34

【参考文献】