高中“任务驱动型”作文思维能力探究

发布时间：2018-05-25 00:33

本文选题：任务驱动型作文 + 思维能力　；参考：《华中师范大学》2017年硕士论文

【摘要】：自2015年高考之后,出现了一种新的作文模式—— “任务驱动型”作文,此类作文带来了极大的关注,同时也迎来了巨大的挑战。因“任务驱动型”作文有一定的指令,这就要求考生在接受任务指令之后,去思考、解决这一问题。相对之前的材料作文而言,“任务驱动型”作文更加关注学生对问题的思考,需学生更加独特、深入、理性地去分析问题。便要求学生的大脑处于一种思考的状态,思维能力处于一种活跃的状态,思维能力需不断地培养与提高。并最终能将抽象的东西具体化,将内化的思维能力呈现为外化的写作能力。使议论文写作中更具有高度、深度、广度和效度。本文在论证的过程中主要包括五个部分:第一部分:绪论。包括了论题的提出、研究意义与现状、“任务驱动型”作文的内涵及特点,通过这一部分,明确“任务驱动型”作文有较强指令性、生活化、思辨性的特点,以及此类型作文对思维的高度要求。第二部分:高中语文作文教学现状与问题。分别从教师的教与学生的学两个维度进行现状问题的分析:作文教学的无序化、泛泛化、浅层化,以及学生心理的消极性、写作思维的局限性、思考问题的浅显性。此部分为下文对思维能力进行研究提供了现实依据。第三部分:“任务驱动型”作文的思维能力研究。此部分是文章的主体部分,主要从整体性思维、逻辑性思维、推理性思维来具体分析其如何在“任务驱动型”作文中从审题立意到行文构思中的运用。第四部分:“任务驱动型”作文思维能力训练策略。主要通过三个方法来提高思维能力以及“任务驱动型”的写作能力,分别为:关注时事,探索作文活水源头;口头表达训练,打开思维生活化窗子;微写作训练,开启兴趣写作之路。第五部分:“任务驱动型”作文教学效果分析。此部分通过案例举隅,让抽象的思维能力更具有操作性,对教学实践具有较大的指导性。实践是检验真理的唯一标准,只有让理论运用于实际,方能展现其现实意义。并且在学生的不断练习中,查漏补缺,改进教学思路与方法。“任务驱动型”作文重在说理议论,思维能力则提供了说理的基础,可见思维能力对于“任务驱动型”作文的重要性,其贯穿了写作的整个过程。然而,思维能力的提高并非一朝一夕、一蹴而就之事,而是一个循序渐进的过程。这个过程的第一步便是要更为全面、详细地了解多样思维方式。只有对于思维方式、思维能力有了一定的了解之后,才能更好地将其运用于写作中。达到一个由个别到一般,再由一般到个别的高度。
[Abstract]:Since the college entrance examination in 2015, a new composition model, "task-driven" composition, has emerged, which has brought great attention and great challenges. Because "task-driven" composition has certain instructions, it requires examinee to think and solve this problem after accepting task instruction. Compared with the previous material composition, the "task-driven" composition pays more attention to the students' thinking about the problem, and needs the students to analyze the problem in a more unique, in-depth and rational way. It requires the students' brain to be in a state of thinking and the ability of thinking to be in an active state, and the ability of thinking should be cultivated and improved continuously. Finally, the abstract things can be concretized and the inner thinking ability presented as the external writing ability. So that argumentative writing has more height, depth, breadth and validity. This paper mainly includes five parts in the process of argumentation: the first part: introduction. Including the proposition of the topic, the significance and the present situation of the research, the connotation and characteristics of the "task-driven" composition. Through this part, it is clear that the "task-driven" composition has the characteristics of strong command, life adaptation and speculation. As well as this kind of composition to the thought high request. The second part: the present situation and problems of Chinese composition teaching in senior high school. This paper analyzes the present problems from the two dimensions of teachers' teaching and students' learning: the disordered, generalized and shallow teaching of composition, the negativity of students' psychology, the limitation of writing thinking, and the simplicity of thinking problems. This part provides the realistic basis for the following research on thinking ability. The third part: the study of the thinking ability of task-driven composition. This part is the main part of the article, mainly from the overall thinking, logical thinking, reasoning thinking to analyze how to use in the "task-driven" composition from the meaning of the theme to the idea of writing. The fourth part: task-driven composition thinking ability training strategy. Mainly through three methods to improve the thinking ability and "task-driven" writing ability, respectively: pay close attention to current affairs, explore the source of writing, oral expression training, open the window of thinking, micro-writing training, Open the road to writing with interest. The fifth part: the analysis of the effect of task-driven composition teaching. In this part, the abstract thinking ability is more operable and instructive to the teaching practice. Practice is the only criterion to test truth. Only when theory is applied to practice can its practical significance be demonstrated. And in the students' continuous practice, check the gaps, improve the teaching ideas and methods. The "task-driven" composition focuses on argumentation, while the thinking ability provides the basis for reasoning. It can be seen that the importance of thinking ability to the "task-driven" composition runs through the whole process of writing. However, the improvement of thinking ability is not a matter of overnight, but a gradual process. The first step in this process is to have a more comprehensive and detailed understanding of the diverse ways of thinking. Only when we have a certain understanding of thinking ability can we better apply it to writing. Reach a height from individual to general and from general to individual.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34

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