写作教学中写作能力评价研究
发布时间：2018-08-15 13:07
【摘要】：中学写作教学是语文教学的重中之重,而且我国“以文取士”的传统决定了写作评价一直是语文学习中的难点,也是重点。“评价”的英语为evaluate,词根是value一词而来的,所以从词源的角度也能看出,“评价”的核心就是价值的判断。诚然,写作是我国中学生语文素质所大力倡导的核心部分。加之,新课程语文教学标准也让写作教学成为语文教学中的重中之重。而且,培养学生全面的写作能力是语文教学的根本任务之一,也是社会关注语文教学的焦点。可是在学校中,大多数教师还是会有不会教,不愿教,教不会的表现,而学生大都也不愿写,或认为很难写。对于作文的批改,教师有明显的主观随意性,和思维定势,评价的标准并不统一。而学生在写作文时也会因为文体不同,或内容不同,造成得分上的摆动。作文评分存在着很大的主观性、不稳定性和差异性。所以写作评价也就成为了最困难的一个部分。当前的写作评价中,研究了评价的主体、目的、对象、内容、方式等等,包括在作文命题上的研究,对于学生的写作能力的训练也是评价的一部分内容。因而其中,对于写作能力的评价研究则是其非常重要的一部分。随着我国新一轮基础教育课程改革的开展,提出了“评价”是“为了改进教学和促进发展”的,让写作评价有了新的发展,所以研究全面写作能力评价是十分有价值且必要的。本文将对写作的要素,写作能力的构成等进行探索,以及研究如何评价这些内容,来全面提高学生的写作能力和改进写作教学。当前的写作教学以培养学生的写作能力为目标,然而,学生写作能力的评价总是会受到各种各样不稳定因素的影响。本文力图从测量学评价写作教学的角度,在写作能力评价研究现状的基础上,分析中学生写作能力的构成和语文教学视野下的写作能力评价以及国外写作教学给我国写作评价带来的启示。本文分为五个部分。绪论部分对研究的基本问题做了介绍,包括研究缘起、研究意义和研究现状综述。第一章从分析中学语文写作能力评价现状入手,分析写作教学、写作能力以及写作评价的现状。第二章主要分析中学生写作能力的构成,为研究写作能力评价打下基础。第三章具体研究语文教学视野下的写作能力评价,分析了写作能力评价的目的、内容、方法和标准。第四章主要阐释国外写作教学对我国的启发性意义。
[Abstract]:Writing teaching in middle school is the most important part of Chinese teaching, and the tradition of "taking talents by writing" determines that writing evaluation is always a difficult point and a key point in Chinese learning. "Evaluation" in English is evaluate.When the word root is value, it can be seen from the etymological point of view that the core of "evaluation" is the judgment of value. It is true that writing is the core part of Chinese language quality of middle school students in our country. In addition, the new Chinese teaching standards also make writing teaching a top priority in Chinese teaching. Moreover, cultivating students' overall writing ability is one of the basic tasks of Chinese teaching, and is also the focus of social attention to Chinese teaching. However, in schools, most teachers still have the performance of whether to teach, not to teach, or to teach, and most students do not want to write, or think it is difficult to write. For composition correction, teachers have obvious subjective arbitrariness and fixed thinking, and the evaluation criteria are not uniform. Students will also write composition because of different style, or content, caused by the swing on the score. There is a lot of subjectivity, instability and difference in composition scoring. Therefore, writing evaluation has become the most difficult part. In the current writing evaluation, the subject, purpose, object, content, method and so on of evaluation are studied, including the research on composition proposition, and the training of students' writing ability is also part of the evaluation. Therefore, the evaluation of writing ability is a very important part of it. With the development of the new basic education curriculum reform in our country, it is put forward that "evaluation" is "to improve teaching and promote development", so it is very valuable and necessary to study the evaluation of comprehensive writing ability. This paper will explore the elements of writing and the composition of writing ability, as well as how to evaluate these contents, in order to improve students' writing ability and improve the teaching of writing. The current writing teaching aims at developing students' writing ability. However, the evaluation of students' writing ability is always influenced by various unstable factors. This paper tries to evaluate writing teaching from the perspective of surveying, on the basis of the current situation of writing ability evaluation, This paper analyzes the composition of middle school students' writing ability, the evaluation of writing ability from the perspective of Chinese teaching, and the enlightenment of foreign writing teaching to our country's writing evaluation. This paper is divided into five parts. The introduction part introduces the basic problems of the research, including the origin, significance and current situation of the research. The first chapter analyzes the present situation of Chinese writing ability evaluation in middle school, and analyzes the writing teaching, writing ability and writing evaluation. The second chapter mainly analyzes the composition of middle school students' writing ability, which lays a foundation for the study of writing ability evaluation. The third chapter studies the evaluation of writing ability from the perspective of Chinese teaching, and analyzes the purpose, content, method and standard of writing ability evaluation. The fourth chapter mainly explains the enlightening significance of foreign writing teaching to our country.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.34
本文编号：2184293
[Abstract]:Writing teaching in middle school is the most important part of Chinese teaching, and the tradition of "taking talents by writing" determines that writing evaluation is always a difficult point and a key point in Chinese learning. "Evaluation" in English is evaluate.When the word root is value, it can be seen from the etymological point of view that the core of "evaluation" is the judgment of value. It is true that writing is the core part of Chinese language quality of middle school students in our country. In addition, the new Chinese teaching standards also make writing teaching a top priority in Chinese teaching. Moreover, cultivating students' overall writing ability is one of the basic tasks of Chinese teaching, and is also the focus of social attention to Chinese teaching. However, in schools, most teachers still have the performance of whether to teach, not to teach, or to teach, and most students do not want to write, or think it is difficult to write. For composition correction, teachers have obvious subjective arbitrariness and fixed thinking, and the evaluation criteria are not uniform. Students will also write composition because of different style, or content, caused by the swing on the score. There is a lot of subjectivity, instability and difference in composition scoring. Therefore, writing evaluation has become the most difficult part. In the current writing evaluation, the subject, purpose, object, content, method and so on of evaluation are studied, including the research on composition proposition, and the training of students' writing ability is also part of the evaluation. Therefore, the evaluation of writing ability is a very important part of it. With the development of the new basic education curriculum reform in our country, it is put forward that "evaluation" is "to improve teaching and promote development", so it is very valuable and necessary to study the evaluation of comprehensive writing ability. This paper will explore the elements of writing and the composition of writing ability, as well as how to evaluate these contents, in order to improve students' writing ability and improve the teaching of writing. The current writing teaching aims at developing students' writing ability. However, the evaluation of students' writing ability is always influenced by various unstable factors. This paper tries to evaluate writing teaching from the perspective of surveying, on the basis of the current situation of writing ability evaluation, This paper analyzes the composition of middle school students' writing ability, the evaluation of writing ability from the perspective of Chinese teaching, and the enlightenment of foreign writing teaching to our country's writing evaluation. This paper is divided into five parts. The introduction part introduces the basic problems of the research, including the origin, significance and current situation of the research. The first chapter analyzes the present situation of Chinese writing ability evaluation in middle school, and analyzes the writing teaching, writing ability and writing evaluation. The second chapter mainly analyzes the composition of middle school students' writing ability, which lays a foundation for the study of writing ability evaluation. The third chapter studies the evaluation of writing ability from the perspective of Chinese teaching, and analyzes the purpose, content, method and standard of writing ability evaluation. The fourth chapter mainly explains the enlightening significance of foreign writing teaching to our country.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.34
【参考文献】
相关期刊论文 前1条
1 贺卫东;;2008年全国高考作文试题评析[J];课程.教材.教法;2008年12期
相关博士学位论文 前1条
1 蔡艳玲;EFL写作任务研究[D];上海交通大学;2009年
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