富有想象力的高中作文写作教学研究

发布时间：2018-05-29 21:22

本文选题：高中语文 + 纵向认知工具理论　；参考：《山东师范大学》2017年硕士论文

【摘要】：面对当下作文套作严重,一切写作服务于应试需要的现状,本人从高中作文教学的实际情况出发,力争将纵向认知工具的理念切实有效地应用到作文教学中,提出具有理论基础和实践意义的富有想象力的教学策略,最终帮助师生走出作文教学和学习写作的困境。“富有想象力”的教育,是指教师借助于适当的认知工具,在教学过程中有效激发学生的情感、想象力和智慧的教育理论与实践体系。本次研究初步尝试在高中语文作文教学中主要运用基兰·伊根教授团队的纵向认知工具理论,并结合观察法、实战练习法、归纳总结法等研究方法,将高中语文作文教学从身体理解、神话理解、浪漫理解、哲学理解四个角度,综合运用基兰·伊根团队的纵向认知理论工具(马克·菲特的“富有想象力的参与工具”的八种基本纵向认知工具:掌握规律、捕捉细节、洞悉构成、洞察可能性、抓住矛盾、理解指数、把握整体、悦纳冲突),有效激发学生的想象力,培养学生的想象思维力和辩证思维。作为一名一线的语文老师,笔者发现高中阶段学生想象力水平明显升高。笔者在日常教学中努力把学生已有的审美想象素养更好的利用在文学作品的阅读与写作中,提高学生文学想象力。笔者结合高中生的语文学习现状,理性看待想象力在高中生语文学习过程中的价值和作用,探索培养其文学想象力的原则与策略,激发语文教师在教学中的创造性和想象力。该论文以大数据思想理念为指引,以潘庆玉教授《富有想象力的教学设计》一书为指导,结合自己多年教学经验建立高中三年一贯的写作训练序列,努力体现高中作文教学的整体性和系统性。本文分析了论文选题的意义和国内外关于该课题的研究现状。注重从实践出发,从学生实际情况出发,运用逻辑学、教育学、心理学及其他相关学科的理论与方法,分析富有想象力的作文教学对学生写作的重要意义。在高中作文教学活动中通过对纵向认知工具的研究运用,并结合文学社、朗读社、绘画社等社团活动的延伸训练与学生一起进行富有想象力的高中作文写作。经过本人的实践摸索,通过富有想象力的高中作文写作教学设计有效地激发学生的写作热情,让学生在作文创作过程中插上想象力的翅膀,进行充满思辨力与创造力的写作,写出富有个性想象力的作文。全文内容共分四大部分。引言部分分析了论文选题的意义和国内外关于该课题的研究现状及发展趋势,介绍了研究的方法、研究的目的及主要内容;第一章主要介绍了高中作文教学现状及问题分析,分析了高中生文学想象力的培养的必要性和可行性。第二章阐述了富有想象力的教学设计理念及其价值基本概念。第三章到第四章重点介绍了富有想象力的写作理念指导下的高中作文教学过程。
[Abstract]:In the face of the serious writing practice and the fact that all writing serves the needs of examination-oriented writing, I try my best to apply the idea of vertical cognitive tools to composition teaching from the actual situation of composition teaching in senior high school. This paper puts forward imaginative teaching strategies with theoretical basis and practical significance, and finally helps teachers and students out of the dilemma of composition teaching and learning writing. "imaginative" education refers to the educational theory and practice system in which teachers, with the help of appropriate cognitive tools, can effectively stimulate students' emotion, imagination and wisdom in the teaching process. This study primarily tries to use the longitudinal cognitive tool theory of Professor Kieran Egan's team in senior high school Chinese composition teaching, combined with observation method, actual combat practice method, induction and summary method, and so on. From the four angles of body understanding, myth understanding, romantic understanding and philosophical understanding, the composition teaching of senior high school Chinese is introduced. Combining the vertical cognitive tools of the Kieran Egan team (Mark Fitt's "imaginative participatory tool" of eight basic vertical cognitive tools: mastering laws, capturing details, understanding composition, insight into possibilities, seizing contradictions, Understanding the index, grasping the whole, accepting the conflict, effectively arousing students' imagination, cultivating students' imagination and dialectical thinking. As a first-line Chinese teacher, the author found that high school students' imagination level increased significantly. In the daily teaching, the author tries to make better use of the students' aesthetic imagination literacy in the reading and writing of literary works, so as to improve the students' literary imagination. According to the present situation of Chinese learning in senior high school students, the author considers rationally the value and function of imagination in the course of high school students' Chinese learning, explores the principles and strategies of cultivating their literary imagination, and stimulates the creativity and imagination of Chinese teachers in teaching. This paper is guided by the idea of big data, guided by Professor Pan Qingyu's "imaginative instructional Design", and combined with his own teaching experience for many years to establish a consistent writing training sequence for three years in senior high school. Try to embody the integrity and systematicness of composition teaching in senior high school. This paper analyzes the significance of the topic and domestic and international research on the subject. Based on the theory and method of logic, pedagogy, psychology and other related subjects, the importance of imaginative composition teaching to students' writing is analyzed. Through the research and application of longitudinal cognitive tools in high school composition teaching activities and combining with the extension training of literary society, reading club, painting club and so on, the students are engaged in imaginative high school composition writing together. Through my practical exploration, through the imaginative high school composition writing teaching design to effectively arouse the students' writing enthusiasm, let the students in the composition writing process insert the wings of imagination, and carry on the speculative and creative writing. Write an imaginative composition. The full text is divided into four parts. The introduction part analyzes the significance of the topic and the research status and development trend of the topic at home and abroad, introduces the research methods, research purposes and main contents; the first chapter mainly introduces the current situation and problem analysis of senior high school composition teaching. This paper analyzes the necessity and feasibility of cultivating the literary imagination of high school students. The second chapter elaborates the imaginative teaching design idea and its value basic concept. The third to fourth chapters mainly introduce the teaching process of high school composition under the guidance of imaginative writing idea.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34

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