“支架”理论下初中写作教学应用研究

发布时间：2018-06-19 19:44

本文选题：“支架”理论 + 初中语文　；参考：《合肥师范学院》2017年硕士论文

【摘要】：写作教学历来是语文教学的重点和难点。本论文是在借鉴学界已有成果基础上,在“支架”理论指导下,在教学实践的过程中完成的。论文主体分四章。第一章简述支架相关概念及其类型,并分别从中国古代写作理论和国外教育心理学相关理论两个方面探讨了“支架”教学的理论基础。第二章为初中写作教学现状调研。选取某初中进行教师访谈调查和学生问卷调查,收集初中写作教学相关数据资料,进行写作教学现状分析,指出目前初中写作教学中存在教学指导环节不完整,学生写作兴趣不高,学生主体地位被忽视等问题,指出将“支架”理论引入初中写作教学的必要性和可行性。第三章依据写作教学问题,结合“支架”理论提出五步教学流程,即:“情境导入——学生写作——交流反馈——写作修改——评价总结”。同时指出,在每个环节提供相应的支架帮助,以降低写作过程中遭遇的困难。第四章为教学设计、课例分析与效果检测。指出从教材、学生习作问题和学生生活出发,进行“支架”理论下写作教学设计;指出支架设置应根据写作学情,需分层设置;提出支架应具有“普适性”与“精准性”的特性,同时结合案例分别阐述了“范例”、“问题”和“反思”支架的设置,辅以两个教学课例详细阐述“范例”、“问题”和“反思”支架在教学实践中的具体应用;最后从个体、班级对比以及学生访谈检测教学效果。
[Abstract]:Writing teaching has always been the focus and difficulty of Chinese teaching. This thesis is completed in the process of teaching practice under the guidance of the theory of "scaffolding" on the basis of the academic achievements. The main body of the paper is divided into four chapters. The first chapter briefly introduces the concept and types of scaffolding, and discusses the theoretical basis of "scaffold" teaching from two aspects: ancient Chinese writing theory and foreign educational psychology theory. The second chapter is the current situation of writing teaching in junior high school. Selecting a junior high school to carry on the teacher interview investigation and the student questionnaire survey, collects the junior high school writing teaching related data, carries on the writing teaching present situation analysis, points out that the present junior middle school writing teaching exists the teaching instruction link is not complete, The author points out that it is necessary and feasible to introduce the "scaffold" theory into the writing teaching of junior high school. The third chapter puts forward a five-step teaching process based on the theory of "scaffolding", that is, "situational introduction-students' writing-communication feedback-writing revision-evaluation and summary". At the same time, it is pointed out that in order to reduce the difficulties encountered in the process of writing, the corresponding scaffold help is provided in each link. The fourth chapter is teaching design, lesson case analysis and effect detection. It is pointed out that the teaching design of writing under the theory of "scaffolding" should be carried out on the basis of teaching materials, problems of students' exercises and students' life, and that the design of scaffolding should be based on the situation of writing and should be arranged in different layers. It is pointed out that the scaffold should have the characteristics of "universality" and "precision". At the same time, the setting of "example", "problem" and "reflection" bracket are expounded respectively with examples, and two teaching examples are used to explain "example" in detail. The concrete application of "question" and "reflection" scaffold in teaching practice, and finally, the teaching effect is tested from individual, class contrast and student interview.
【学位授予单位】：合肥师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34

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