初中语文作文评改的问题及对策研究
发布时间：2018-08-21 14:21
【摘要】：语文教育从本质上说就培养的是学生的“听、说、读、写”能力。“听”与“读”培养的是学生对语言等信息符号的理解和把握能力,“说”与“写”培养的则是学生的口头与书面表达能力。作文是“写”中的重要组成部分,作文能力体现的不仅是学生的书面语言表达能力,实际上也是一个人语文综合能力的体现。然而,在实际的初中语文教学过程中,教师对作文训练及作文评改工作的重视程度及训练强度远不及阅读教学,这对学生作文能力的提高及语文综合能力的提高非常不利。《义务教育语文课程标准》中针对初中生在写作评改方面提出了一条基本目标:学生应“根据表达的需要,借助语感和语文常识,修改自己的作文,做到文从字顺。能与他人交流写作心得,互相评改作文,以分享感受,沟通见解。”鉴于此,笔者通过问卷、访谈和评语分析等多种方法来分析研究初中作文评改的现状问题,提出作文评改应对建议和对策,以利学生完善作文,提高作文写作能力。笔者从师生的评改观念、作文评改的方式方法、评语的状况和评改的效果为纲设计调查问卷和访谈提纲,又从评语的针对性、激励性两方面对初一、初二学生的作文评语进行语料统计与分析,并在此基础上建立了相对完整的《初中语文作文多主体评语统计表》。问卷具体围绕作文评改常用的组织形式、学生对评改的认知、评改功能的发挥、“评”与“改”的内容、作文评语的侧重点以及评改主体的认识等方面问题设计。访谈提纲从教师对作文布置现状、评改组织形式、教师对评改的认识、教师的实际评改操作和建议等方面设计。本研究对山西省内不同地区不同档次的三所初中学校调查分析后,发现教师对学生作文的评改工作普遍未能得到足够的重视。问题主要体现在以下几方面:作文评改方面的研究探讨不够;评改中“教师集权”较为普遍,评判主体单一;教师对学生互评缺少必要的指导,对评改后的学生作文缺少必要的跟进;评语缺乏针对性,空话、套话普遍;教师评语仅能指出存在问题,但对如何修改完善作文缺乏可操作性;评语缺少“温度”,没有体现尊重和平等对话的理念等。笔者认为,教师在作文评改中要倡导“有理”、“有据”、“有节”的作文评改三原则,要切实做到评改主体多元化,注重指导学生进行非成文性与成文性修改,可以尝试运用“多轮互动式”编辑评改法、“5W2H”分析法和“SWOT”分析法来提高作文评改的质和量。笔者还认为作文评价应具有可操作性和指导意义,并且坚持教师应为“孺子牛”,评语应显“育人观”的作文教学态度。初中阶段的学生,他们理解事物的能力和语言表达的能力都处于成熟前期。所以在这一时期,我们教师应当做好一位“指路人”的“引导”工作。其实,初中阶段的作文评改也是一种引导初中生自主培养“写”的能力和习惯的必要环节。教师通过作文评改可以了解学生现阶段的作文水平,发现作文教学中的不足,有利于教师在后续教学中能更有针对性地进行教学设计。学生参与作文评改,不但有利于学生因学习评改知识,而在今后的习作中扬长避短,而且教师也能在作文指导中更新自己的教学研究,以更有针对性地解决当下存在的作文教学问题。
[Abstract]:In essence, Chinese education cultivates students'ability of listening, speaking, reading and writing. Listening and reading cultivate students' ability to understand and grasp information symbols such as language. Speaking and writing cultivate students'ability of oral and written expression. However, in the actual process of junior middle school Chinese teaching, teachers attach much less importance to composition training and composition evaluation than reading teaching, which improves students'writing ability and Chinese comprehensive ability. It is very disadvantageous to improve. In view of the junior middle school students'writing evaluation, the Chinese Curriculum Standard for Compulsory Education puts forward a basic goal: students should "according to the needs of expression, with the help of language sense and common sense of Chinese, modify their own compositions, so as to achieve writing compliance. "In view of this, the author through questionnaires, interviews and Commentary Analysis and other methods to analyze the current situation of junior high school composition evaluation and correction, put forward suggestions and Countermeasures to improve students'composition and improve their writing ability. As a result, the questionnaire and interview outline are designed, and the statistics and analysis of junior one and junior two students'composition comments are carried out from the perspectives of pertinence and motivation of comments. On this basis, a relatively complete statistical table of junior middle school Chinese composition multi-subject comments is established. The interview outline is designed from the aspects of teachers'understanding of the present situation of composition arrangement, the organizational form of composition evaluation, teachers' understanding of composition evaluation, teachers'actual operation and suggestions of composition evaluation. After investigating and analyzing three junior middle schools in different regions and grades of the province, it is found that teachers generally fail to pay enough attention to students'compositions. The commentary lacks necessary guidance and necessary follow-up to the students'compositions after the revision; the commentary lacks pertinence, empty words and stereotypes; the teacher's commentary can only point out the existing problems, but it lacks operability on how to revise and improve the compositions; the commentary lacks "temperature" and does not reflect the concept of respect and equal dialogue. The three principles of "reasonable", "reasonable", "reasonable" and "festive" should be advocated in the process of writing evaluation and correction. The diversification of the subject of writing evaluation and correction should be realized. The students should be guided to make non-written and written revisions. The "multi-round interactive" editing and revision method, the "5W2H" analysis method and the "SWOT" analysis method can be used to improve the quality of writing evaluation and correction. The author also thinks that composition evaluation should be operable and instructive, and insists that teachers should be "cows" and that comments should show a "view of education" attitude. Junior middle school students, their ability to understand things and language expression are in the early stage of maturity. In fact, composition evaluation in junior middle school is also a necessary link to guide junior middle school students to develop their ability and habit of writing independently. Students'participation in composition assessment is not only conducive to students' learning and correcting knowledge, but also conducive to making full use of their strengths and avoiding their weaknesses in future exercises. Teachers can also update their teaching research in composition guidance so as to solve the existing problems of composition teaching more pertinently.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34
本文编号：2196017
[Abstract]:In essence, Chinese education cultivates students'ability of listening, speaking, reading and writing. Listening and reading cultivate students' ability to understand and grasp information symbols such as language. Speaking and writing cultivate students'ability of oral and written expression. However, in the actual process of junior middle school Chinese teaching, teachers attach much less importance to composition training and composition evaluation than reading teaching, which improves students'writing ability and Chinese comprehensive ability. It is very disadvantageous to improve. In view of the junior middle school students'writing evaluation, the Chinese Curriculum Standard for Compulsory Education puts forward a basic goal: students should "according to the needs of expression, with the help of language sense and common sense of Chinese, modify their own compositions, so as to achieve writing compliance. "In view of this, the author through questionnaires, interviews and Commentary Analysis and other methods to analyze the current situation of junior high school composition evaluation and correction, put forward suggestions and Countermeasures to improve students'composition and improve their writing ability. As a result, the questionnaire and interview outline are designed, and the statistics and analysis of junior one and junior two students'composition comments are carried out from the perspectives of pertinence and motivation of comments. On this basis, a relatively complete statistical table of junior middle school Chinese composition multi-subject comments is established. The interview outline is designed from the aspects of teachers'understanding of the present situation of composition arrangement, the organizational form of composition evaluation, teachers' understanding of composition evaluation, teachers'actual operation and suggestions of composition evaluation. After investigating and analyzing three junior middle schools in different regions and grades of the province, it is found that teachers generally fail to pay enough attention to students'compositions. The commentary lacks necessary guidance and necessary follow-up to the students'compositions after the revision; the commentary lacks pertinence, empty words and stereotypes; the teacher's commentary can only point out the existing problems, but it lacks operability on how to revise and improve the compositions; the commentary lacks "temperature" and does not reflect the concept of respect and equal dialogue. The three principles of "reasonable", "reasonable", "reasonable" and "festive" should be advocated in the process of writing evaluation and correction. The diversification of the subject of writing evaluation and correction should be realized. The students should be guided to make non-written and written revisions. The "multi-round interactive" editing and revision method, the "5W2H" analysis method and the "SWOT" analysis method can be used to improve the quality of writing evaluation and correction. The author also thinks that composition evaluation should be operable and instructive, and insists that teachers should be "cows" and that comments should show a "view of education" attitude. Junior middle school students, their ability to understand things and language expression are in the early stage of maturity. In fact, composition evaluation in junior middle school is also a necessary link to guide junior middle school students to develop their ability and habit of writing independently. Students'participation in composition assessment is not only conducive to students' learning and correcting knowledge, but also conducive to making full use of their strengths and avoiding their weaknesses in future exercises. Teachers can also update their teaching research in composition guidance so as to solve the existing problems of composition teaching more pertinently.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34
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