高中议论文作文教学序列化研究

发布时间：2018-02-09 04:14

本文关键词： 高中作文教学议论文教学序列研究　出处：《河北师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：高中议论文作文教学是高中作文教学的重心，但由于教学内容普遍缺乏整体规划、安排，随意性强，讲授知识零打碎敲，致使学生学不到系统的写作知识，在议论文写作的诸多环节存在明显问题。如材料欠缺，内容空洞；抽象思维能力差，或对问题缺少理性分析，有例无证，缺乏深度；或论证不合逻辑，不合事理；缺乏辩证思维能力，思路狭窄，观点陈旧，甚至片面；写作模式化，不能围绕论点展开有效论证。这些明显制约学生写作能力的提高，也影响了高考作文成绩。为改变上述现状，研究构建完整、科学、严密的高中议论文教学序列及实施策略，是非常必要的。本文以高中议论文作文教学研究及古今中外有代表性的作文教学序列的梳理，及对高中议论文作文教学现状的分析为前提，以建构主义理论、教学控制论、系统论和过程作文教学理论为理论基础，以高中生思维能力发展特点，高中新课程标准理念以及高考作文命题发展趋势为依据，遵循循序渐进，简明实用的原则，结合自身教学实践，构建出一个比较科学实用的高中议论文作文教学序列。这个教学序列，从高一到高三，精心设计了教学目标和教学内容序列。如高一主要是培养学生积累素材，，提炼观点，表述观点，运用事实论据证明论点的能力。做到言之有物，有例有证。鼓励学生写真事，表真意，大胆作文。夯实作文基础。高二主要培养学生思考、分析问题的思维能力。训练学生运用理论论据证明论点的方式与方法。理清论据与分论点之间以及与总论点之间的关系，构建规范的文章结构。并学会修改文章。高三主要是整体提升作文水平，包括文章的思想内涵深刻新颖；语言简明、严谨、力求有文采，并努力打造文章亮点。当然以上教学内容序列，不是绝对分开的，有交叉重复，只是各个阶段教学训练有所侧重。这样，整个教学序列形成首尾相接、环环相扣的教学环节，贯穿完整的议论文写作知识体系。作者从2008年9月到2011年6月，从高一到高三，研究实施以上教学序列方案并进行实际操作，学生议论文作文成绩与平行班比较有明显的提升。在教学序列实施的过程中，当然也存在这样那样的问题，以期在今后的实践中得到解决。也希望这个教学序列能给高中语文教师的议论文教学以实质帮助，能给作文教学相关研究提供有价值的参考。
[Abstract]:Argumentative composition teaching in senior high school is the focus of composition teaching in senior high school. However, due to the lack of overall planning, arrangement, randomness and scattered teaching knowledge, students can not learn systematic writing knowledge. There are obvious problems in many aspects of argumentative writing, such as lack of materials, empty content, poor abstract thinking ability, or lack of rational analysis of the problem, lack of proof and depth, or illogical and unreasonable argumentation; Lack of dialectical thinking, narrow thinking, outmoded or even one-sided views, writing patterns, can not be effectively demonstrated around the argument, these obviously restrict the improvement of students' writing ability, In order to change the present situation, it is necessary to study and construct a complete, scientific and rigorous teaching sequence and implementation strategy of argumentative papers in senior high schools. Based on the research of argumentative composition teaching in senior high school, the combing of representative composition teaching sequence between ancient and modern countries, and the analysis of the present situation of argumentative composition teaching in senior high school, this paper takes constructivism theory and teaching cybernetics as the premise. Based on the theory of system theory and the theory of process composition teaching, based on the characteristics of high school students' thinking ability development, the concept of new curriculum standard of senior high school and the developing trend of composition proposition of college entrance examination, the principles of gradual, concise and practical are followed. Combining with teaching practice, a scientific and practical teaching sequence of argumentative essay teaching in senior high school is constructed. This teaching sequence, from Senior one to Senior three, has carefully designed the teaching objectives and the sequence of teaching contents. For example, Senior one is mainly to train students to accumulate materials, refine their views, and express their views. The ability to use facts to prove the argument. To do things in words, there are examples. Encourage students to write real things, show true meaning, bold composition. Consolidate the foundation of composition. Senior two mainly train students to think. Analytical thinking ability. Ways and means of training students to use theoretical arguments to prove their arguments. To clarify the relationship between arguments and points of argument, and between arguments and general points, Building a standard article structure and learning to revise the article. Senior three is mainly to improve the overall writing level, including the profound and novel ideological connotation of the article; language concise, rigorous, strive to have a literary style, Of course, the sequence of teaching contents above is not absolutely separate, there is crossover and repetition, it is only that the teaching training in each stage is focused on. In this way, the whole teaching sequence forms a link between the first and the last, which is linked to each other. Throughout the whole argumentative writing knowledge system. From September 2008 to June 2011, from the first year to the third year of senior high school, the author studies and implements the above teaching sequence scheme and carries on the actual operation. The students' argumentative composition scores are obviously improved compared with the parallel class. Of course, there are some problems in order to be solved in practice in the future. It is also hoped that this teaching sequence can give a substantial help to the argumentative teaching of Chinese teachers in senior high school, and can provide valuable reference for the related research of composition teaching.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G633.34

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