初中作文教学中小组合作评改的现状及对策研究

发布时间：2018-03-16 13:21

本文选题：初中作文教学　切入点：作文评改　出处：《山西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：《义务教育语文课程标准》(2011年版)中提到教师要引导学生通过互改,取长补短,促进相互了解和合作,共同提高写作水平。在作文教学中,教师要重视引导学生之间相互评改作文,增加学生相互评改的机会。学生相互评改的方式有学生互换评改作文和以小组为单位共同评改一篇作文。学生互换评改作文会由于学生能力水平的差异而导致评改的效果不尽相同。小组合作评改作文是小组成员在一起共同商量、讨论评改同一篇作文。组内各个成员都参与到作文评改的过程中,使班级不同程度的学生都可以在作文评改的过程中有所收获。小组合作评改作文一方面可以提高学生的写作兴趣、写作能力和阅读能力,另一方面可以培养学生的团队精神、合作精神、责任意识和进取精神等优秀品质。在笔者实习的初中,教师普遍采用小组合作评改的作文教学方式。然而小组合作评改作文在实施的过程中存在一些问题:有部分学生没有参与到合作过程中,有部分学生在评改作文时讨论与作文无关的话题,有部分学生对待作文评改的态度不认真等等。小组合作评改作文出现合而不作、合而滥作的低效现象。本论文围绕小组合作评改作文进行研究,研究的主要问题是:小组合作评改在初中作文教学的使用现状;造成小组合作评改现状的原因;针对原因提出优化小组合作评改作文的对策。本研究以《义务教育语文课程标准》、群体动力理论、建构主义理论、需要层次理论和最近发展区理论为理论基础。本论文以文献法和调查法为研究方法。本研究从调查的结果中发现:在初中作文教学课堂中,小组合作评改在实施的过程中因为教师缺乏科学有效的指导和监控、学生参与程度不高、轻视作文评改、作文评改标准模糊、合作小组编排不合理等因素的影响,作文评改的效果不尽如人意。本研究针对这些因素,从教师角度提出了如下对策:(1)在学生小组合作评改作文之前进行指导(2)发挥学生在小组合作评改作文中的主体地位(3)正确认识作文评改的作用(4)合理安排作文评改合作小组(5)制定明确具体的作文评改标准(6)对小组合作评改过程进行监控
[Abstract]:"Chinese curriculum standards of compulsory education" (2011 Edition) mentioned by the teacher should guide the students to change each other, learn from each other, to promote mutual understanding and cooperation, to raise the level of writing. In writing teaching, teachers should pay attention to guide students between the composition, increase students' mutual evaluation opportunities. Students themselves in the way of students swap composition and group based common correcting a composition. Students will exchange composition because of differences in students' ability and lead to correction effect is not the same. Team composition is a member of the team together to discuss, discuss the evaluation with a composition. All members of the team are involved in the process of writing. In the different class can harvest in the process of writing. The team composition one can improve the students' interest in writing, writing Ability and reading ability, on the other hand, it can cultivate team spirit, cooperation spirit, sense of responsibility and enterprising spirit of excellent quality. In the practice of junior middle school composition teaching, teachers team evaluation commonly used. However, there are some problems in the process of group cooperation in the implementation of the composition: some students are not to participate in the process of cooperation, some students discussed and writing topics unrelated in composition, some students treat writing attitude is not serious and so on. Team composition appeared without inefficiency and abuse, as. This thesis focuses on the study of team composition, the main research question is the team in correcting present situation of writing teaching in junior middle school; the cause of the status quo evaluation team; the reasons for the proposed countermeasures to optimize the evaluation for the team. Based on the "Chinese curriculum standards of compulsory education", group dynamics theory, constructivism theory, hierarchy of needs theory and the zone of proximal development theory as the theoretical basis. In this paper, literature and survey research methods. The study found that the results from the survey: in the junior middle school composition teaching in the classroom, in the evaluation team the implementation process because of the lack of teachers' guidance and monitoring of scientific and effective student participation is not high, despise the composition correction, composition evaluation standard fuzzy influence team is unreasonable, and other factors, the composition effect is not satisfactory. Based on these factors, put forward the following countermeasures: (1 from the perspective of Teachers Guide) before the student group composition (2) students should play a dominant role in the group cooperation composition in (3) the correct understanding of the composition correction effect (4) reasonable arrangements for writing small cooperation Group (5) make specific composition evaluation standards (6) to monitor the team evaluation process

【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.34

【相似文献】