初中情境作文教学策略研究

发布时间：2018-06-03 21:16

本文选题：新课改 + 语文课堂　；参考：《江西师范大学》2015年硕士论文

【摘要】：世纪之交,教育部于1999年5月启动了我国基础教育新一轮改革,并在2001年6月颁布《基础教育改革纲要(试行)》。新课改指引倡导新的教育理念,探索新的教育方式。十多年来,我们欣喜地看到,基础教育在新课改的滋养中焕发着活力,初中语文课堂教学面貌焕然一新,也为写作教学注入了新鲜血液,开创了教学新篇章。但是,不可否认,写作教学仍是语文教学的一大难题,作文始终都是学生的一块心病,这成了师生共同的痛。情境教学是以“情感”为纽带的教学方法,是师生进行良好沟通的桥梁。它根据写作要求和学生认知发展特点创设具体可感的教学场景,营造和谐的教学氛围,诱发学生写作动机。在教学过程中,重视学生的情感体验,保证学生的主体地位,调动学生积极参与教学活动,实现对学生本身的关注,促进学生全面发展。本文基于新课程改革背景和初中写作教学的现状,以初中情境作文教学为核心,在相关理论指导下,试图构建起写作教学的新模式,找到科学的解决途径,从而提升学生写作能力,提高教师教学效率。笔者对初中情境作文教学研究分为四个部分来论述:第一章是绪论,简要阐述了本研究的缘由、有关情境教学的国内外研究、研究意义以及研究方法。第二章是对本研究做概述,主要界定了核心概念并对相关概念作辨析,总结了初中作文教学的特点及教学目标。第三章在分析初中写作教学的现状的基础上,通过对理论依据以及初中写作教学要求这两方面的阐释确定引入情境教学的必要性,从而引出初中情境作文教学的实施过程。第四章首先阐述了情境作文教学的实施原则,其次对初中情境作文教学的具体实施过程进行论述,共分为五个过程,教师创设情境、学生浸入情境、整合情境写作、走出情境批改、复入情境评价,这五个操作步骤形成完整的教学体系,为教师提供指导和借鉴。
[Abstract]:At the turn of the century, the Ministry of Education launched a new round of basic education reform in May 1999, and promulgated the outline of basic Education Reform (trial) in June 2001. The new curriculum reform guidelines advocate new educational ideas and explore new educational methods. For more than a decade, we have been glad to see that basic education is enlivening in the nourishment of the new curriculum reform, and the Chinese classroom teaching in junior high school has taken on a new look, which has also injected fresh blood into the teaching of writing and opened a new chapter in teaching. However, there is no denying that writing teaching is still a big problem in Chinese teaching. Composition is always a student's heart disease, which has become the common pain of teachers and students. Situational teaching is a teaching method based on emotion, which is a bridge for teachers and students to communicate well. According to the requirements of writing and the characteristics of students' cognitive development, it creates concrete and sensible teaching scenes, creates a harmonious teaching atmosphere, and induces students' writing motivation. In the process of teaching, we should pay attention to the students' emotional experience, ensure the students' main position, arouse the students' active participation in teaching activities, realize the attention to the students themselves, and promote the students' all-round development. Based on the background of the new curriculum reform and the present situation of the writing teaching in junior high school, this paper takes the situational composition teaching in junior high school as the core, under the guidance of relevant theories, tries to construct a new mode of writing teaching and find a scientific solution. So as to improve the students' writing ability, improve the teaching efficiency of teachers. The research on situational composition teaching in junior high school is divided into four parts: the first chapter is the introduction, briefly expounds the reason of this study, the domestic and foreign research on situational teaching, the significance of the research and the research methods. The second chapter is an overview of this study, mainly defining the core concepts and related concepts, summed up the characteristics of junior high school composition teaching and teaching objectives. On the basis of analyzing the present situation of writing teaching in junior high school, the third chapter determines the necessity of introducing situational teaching through explaining the theoretical basis and the requirements of writing teaching in junior high school, thus leads to the implementation process of situational composition teaching in junior high school. The fourth chapter first expounds the implementation principles of situational composition teaching, and then discusses the concrete implementation process of situational composition teaching in junior high school, which is divided into five processes: teachers create situation, students immerse in situation, and integrate situational writing. Go out of the situation correction, re-into the situation evaluation, these five operational steps form a complete teaching system to provide guidance and reference for teachers.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.34

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