小学低年级写话与中年级习作衔接研究

发布时间：2018-04-21 11:26

本文选题：小学低年级 + 小学中年级　；参考：《南京师范大学》2017年硕士论文

【摘要】：义务教育小学阶段低年级写话与中年级习作教学存在着一定程度的脱节现象。学生从低年级到中年级看似是自然过渡,但由于学生在过渡时期没有得到恰当的指导,学习上开始感觉吃力,学习兴趣极易遭到损害。其中在小学习作教学中,呈现的问题较为明显。主要表现在学生对写作没兴趣可言,对于写作这一“任务”不知如何下手等。一线的教师已经意识到写话教学与习作教学脱节这一现象,但在教学过程中,由于教材编写、教学观念、教学目标、教学策略、衔接经验等限制,并无法真正解决低年级写话与中年级习作的衔接问题。《义务教育语文课程标准》中明确写作教学螺旋式上升的目标后,少数一线教师从自己的教学实践出发,就低年级写话与中年级习作教学衔接问题进行了探究和实践思索。通过对部分教师的教学研究发现,仅仅凭借从实践中得出的总结经验对于教学研究是远远不够的,科学的理论支撑,成熟的策略构想体系,专家的指引,全体教师的参与等因素,对于低年级写话与中年级习作衔接都有重要的推动作用。低年级写话到中年级习作的过渡是小学语文习作教学的关键期,这是培养学生写作兴趣,提高语言表达和思维能力的关键时期。笔者在前人研究成果的基础上,参考2011年颁布的《义务教育语文课程标准》,最近发展区理论,过程作文教学等理论,界定了写话、习作和衔接的内涵,关注低年级写作铺垫期和小学中年级段落写作的关键期,力求系统论述低年级写话与中年级习作教学衔接研究的必要性和可行性。由于低年级写话与中年级习作教学目标和方法的差异,目前与衔接相关的研究大都在较大的语文教育范畴内探讨,或是仅从低年级写话或中年级习作某一方面进行分析论述,导致这些研究缺乏针对性和系统性。为此,本文通过教师和学生两个视角,深入直观地对低年级写话和中年习作教学的基本情况和衔接状况进行了分析,抓住写话训练、段落写作契机,从习作起点阶段的衔接、教师对教学衔接的认识、写作过程中的衔接三个方面,有针对性地进行写话和习作训练,帮助学生从低年级写话到中年级习作顺利过渡。以此引起广大语文教师对写作教学衔接的重视,亲身参与实践,总结经验,完善写作教学衔接的策略体系。
[Abstract]:There is a certain degree of disconnection between the writing in the lower grade of compulsory education and the teaching of the exercises in the middle grade. It seems that the students from the lower grade to the middle grade are in a natural transition, but because the students do not get proper guidance during the transition period, they begin to feel tired in their study, and their interest in learning is easily damaged. Among them, in primary school exercises teaching, the problem presented is more obvious. Students have no interest in writing and do not know how to start writing. Teachers on the first line have realized the disconnection between writing and writing teaching, but in the process of teaching, they are limited by the compilation of teaching materials, teaching concepts, teaching objectives, teaching strategies, cohesive experiences, and so on. It can not really solve the problem of linking up between the writing of the lower grade and the middle grade. After the Chinese Curriculum Standard of compulsory Education defines the goal of the spiral rise of writing teaching, a few front-line teachers set out from their own teaching practice. This paper probes into the problem of the connection between writing words in the lower grade and the teaching of the exercises in the middle grade. Through the teaching research of some teachers, it is found that it is far from enough for teaching research to rely only on the summing up experience from practice, scientific theoretical support, mature strategic conception system, expert guidance, The participation of all teachers plays an important role in the connection between writing words in the lower grade and the middle grade. The transition of writing from the lower grade to the middle grade is the key period of the primary school Chinese writing teaching, which is the key period to cultivate the students' writing interest and improve their language expression and thinking ability. On the basis of the previous research results, the author defines the connotation of writing, exercises and cohesion, referring to the Chinese Curriculum Standard of compulsory Education promulgated in 2011, the theory of proximal development area, the theory of process composition teaching, and so on. In order to discuss the necessity and feasibility of the research on the connection between writing words in the lower grade and the teaching of the exercises in the middle grade, the author pays close attention to the laying stage of the writing in the lower grade and the key period of the paragraph writing in the middle grade of the primary school. Because of the difference between the teaching objectives and methods of writing words in the lower grade and the middle grade, most of the studies related to cohesion are discussed in the larger scope of Chinese education, or are analyzed and discussed only from one aspect of the writing of the language in the lower grade or the exercise of the middle grade. This leads to the lack of pertinence and systematization of these studies. Therefore, this paper analyzes the basic situation and cohesive state of writing language and middle age exercises teaching in the lower grade from the perspectives of teachers and students, grasping the training of writing words, the opportunity of paragraph writing, and the cohesion of the starting stage of the exercises. Teachers' understanding of teaching cohesion and cohesion in the process of writing can help students to make a smooth transition from writing in the lower grade to writing in the middle grade. In this way, Chinese teachers attach importance to the cohesion of writing teaching, participate in practice, sum up experience and perfect the strategy system of writing teaching cohesion.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.24

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