中学“生态作文”教学研究

发布时间：2018-06-21 05:47

本文选题：生态 + 作文教学　；参考：《广西师范大学》2016年硕士论文

【摘要】：在现今社会中,生态观以其具有前瞻性的可持续发展理念,逐渐融入各个领域,焕发其生机勃勃的生命活力。二十一世纪是以“生态”作为标识的新时代,在教育课程改革巨大浪潮中,生态化的课程理念正显示出强大的感召力。当前,新课程改革和素质教育在全国大范围开展,语文教学研究中作文教学占据着十分重要的地位,融合了生态理念的作文教学越发具有时代性和发展的可持续性。生态化的作文教学中学生的主体地位得以突显,其个性、思维、创造力得以充分发展,和谐融洽的教学氛围得以促成,良性循环的生态圈得以构建,这是作文教学深入落实新课程理念、推动素质教育的生动呈现。以生态学的视角来审视作文教学是当前教育界的前沿课题。本文试图将作文教学置于生态学的视域下,探讨生态作文教学的构建问题,就当前作文教学中存在的“非生态”现象,分析生态教育思想在中学语文写作教学中的必要性、可行性,结合生态学相关理念提出作文教学实施模式。本文主要分为五个部分进行探讨。引言部分就作文教学生态研究的起源目的、研究现状、研究方法、核心概念、研究意义和研究创新点进行了分别阐述。本课题的研究方向是值得肯定的,可持续发展的生态理念对作文教学起着重要的启示作用,这也是作文教学自身发展的需要,该方向的研究有其理论意义和实践意义。正文主体第一部分和第二部分是对生态作文教学这一概念的深入解读,概括出了其特征,并且提出了进行生念作文教学的必然性和价值性。其具体特征表现为：系统性、平衡性、归真性、自主性、体验性、关联性和多元性。正文主体第三部分就中学作文教学现状进行了解读,引发了相关思考。此章节中教师方面依托作文教学调查问卷来展开谈论,通过对调查结果进行分析统计得出相关结论。学生方面和教学方面是建立在阅读了一定量带可靠性、客观性的相关论著的基础上,同时结合自身的实践经验进行研讨总结,就现状表现进行了归因分析,得出了相关结论。作文教学“非生态”现象为教学实施策略的展开提供了现实依据。正文主体第四部分和第五部分着重在谈生态作文教学的实施策略,分有实施目标、原则和策略三个方面展开论述,分析总结出生态教学的三种模式：体验式教学,阅读式教学,开放式教学。此三种模式能够妥善改善现有教学弊端带来的负面影响,充分发挥教育生态理念的优势,将其应用于作文教学,促进良性教学生态圈的形成,达成可持续的良性循环和发展。具体实施策略从适用文体、生态圈构建、教师能力、师生关系、教育资源开发、评价体系优化这六方面展开阐述,揭示作文生态教学实施的可行性和实施要求。
[Abstract]:In today's society, the ecological view with its forward-looking concept of sustainable development, gradually integrated into various fields, with its full of vigour vitality. Twenty-first Century is the "ecological" as a new era of identity, in the great wave of education curriculum reform, curriculum ecology is showing strong appeal. Currently, the new class To carry out the curriculum reform and the quality of education in the country, writing in Chinese language teaching and research in teaching occupies a very important position, is the era of sustainability and development of composition teaching integration of ecological concepts. The ecological composition is the main position of students to highlight their personality, thinking, creativity can be full Fair, harmonious teaching atmosphere to promote a virtuous cycle of the ecosystem, can set up, this is the thesis teaching in-depth implementation of the new curriculum ideas, and promote quality education. Based on the ecological vividly perspective of composition teaching is a frontier topic in current education. This paper tries to take the perspective of ecology in composition teaching, explore The construction of ecological composition teaching, the composition teaching in the presence of non ecological phenomenon, analysis of the necessity, in middle school Chinese teaching of writing in the ecological education thought combined with the concept of ecological feasibility, put forward the composition teaching implementation mode. This paper is divided into five parts. The introduction part discusses on the composition teaching Research on the state of the origin, research status, research methods, core concepts, research significance and innovative points are described respectively. This topic is worthy of recognition, the concept of ecological sustainable development plays an important role in the teaching of writing, and this is the writing teaching of their own development, the direction of research the The significance of theory and practice. The subject of the first part and the second part is the in-depth interpretation of the concept of ecological composition teaching, summarizes its characteristics, and puts forward the necessity and value of ecological composition teaching. Its specific features: system, balance, return true, independently. Experience, relevance and more The main element. The third part analyzes the situation of middle school composition teaching, raises relevant thinking. Teachers in the section on writing teaching questionnaire to start talking about, through the statistical analysis of relevant conclusions of the survey results. The students and the teaching of reading is based on a certain amount of passengers with reliability. Based on the concept of related works, combined with their own experience to discuss the current situation of the summary, performance attribution analysis, draw the relevant conclusions. The composition teaching of non ecological phenomenon for the implementation of teaching strategies provide a realistic basis. The main fourth part and the fifth part is talking about the ecological composition teaching The implementation strategy, with the goals of the implementation, three aspects discussed the principles and strategies, analyzed and summed up the three modes of Ecological Teaching: experiential teaching, reading teaching and open teaching. The three models can properly improve the negative effects brought about disadvantages of the existing teaching, give full play to the advantages of the ecological ideas of education. The application for The teaching, teach students to promote the formation of benign ecosystem, a virtuous cycle and sustainable development. The specific implementation strategies from the suitable style, ecosystem construction, ability of teachers, teacher-student relationship, development of educational resources, evaluation system, optimize the six aspects, to reveal the feasibility of the implementation of ecological composition teaching and implementation requirements.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.34

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