中学生伪作文现象批判

发布时间：2018-10-26 12:06

【摘要】：中学生作文写作一直存在很多相似的问题：选材雷同,千篇一律；立意不切,无病呻吟；结构依照套路,单调重复；语言华而不实,寻章摘句。到底是学生写不出“有血有肉”“真情实感”的作文,还是写作教学长期以来没有实质地解决问题,遏制了学生的创造,限制了学生的思维,捆绑了学生写作的翅膀?国家教育部历年制定的《语文课程标准》中对学生习作提出了“要写出真情实感”“多角度观察生活”“内容具体”“写清楚”等要求。在教学建议中关于写作教学明确指出,“在写作教学中,应注重培养学生观察、思考、表达和创造的能力。要求学生说真话、实话、心里话,不说假话、空话、套话,并且抵制抄袭行为。为学生的自主写作提供有利条件和广阔空间,减少学生写作的束缚,鼓励自由表达和有创意的表达。加强平时练笔指导,改进作文命题方式,提倡学生自主选题”。但在实际教学过程中,教师往往站在自身的高度而非学生的起点进行教学,并以此为评判标准,造成学生写“公式化作文”,写出的都是老师或者出题人想要的作文,以此换取高分或公众的认同,这种作文就是伪作文。笔者认为分析中学生伪作文现象,可以从“伪”字入手,“伪”相对于“真”而言,当代中学生伪作文现象可分为选材不真实、情感不真实、语言不真实、创作不真实四个方面。本文通过研究,从选材方面、立意方面、结构方面、语言方面,举例描述中学生伪作文现象。现存的教育体制下,学生不得不参加各类应试考试,造成教师教学和学生学习的功利化。中学生写伪作文,有着很多的主观原因和客观原因。本文从社会环境、教育体制、学校教师、学生个体这四个方面分析中学生伪作文现象,指出中学生伪作文现象对中学生表达水平、思维能力、审美情趣、人格素质四个方面的危害,最后提出用个性化作文取代伪作文的改进策略。本文分为三个部分：第一部分,中学生伪作文现象描述；第二部分,中学生伪作文现象反思；第三部分,用个性化作文取代伪作文。
[Abstract]:There are many similar problems in middle school students' composition writing all the time: the same material selection, the same idea, no disease groaning, the structure according to the routine, monotonous repetition, the language is flashy and untrue, and the sentence is extracted. Is it because students can't write "real feelings" or that writing teaching has not actually solved the problem for a long time, which has restrained students' creativity, restricted students' thinking and bound students' wings of writing? The "Chinese Curriculum Standard" formulated by the Ministry of Education over the years puts forward the requirements of "to write true feelings", "to observe life from many angles", "to be specific" and "to write clearly". In the teaching suggestion, it is pointed out clearly, "in the teaching of writing, we should pay attention to the cultivation of students' ability to observe, think, express and create." Ask students to tell the truth, don't lie, talk empty, clich 茅, and resist plagiarism. It provides favorable conditions and broad space for students' autonomous writing, reduces the constraints of students' writing, and encourages free expression and creative expression. Strengthen the normal practice of pen guidance, improve the composition of the method of proposition, encourage students to choose their own topics. However, in the actual teaching process, teachers tend to teach from their own height rather than students' starting point, and use this as a criterion to make students write "formulaic compositions", all of which are written by the teacher or the subject person. In exchange for high marks or public approval, this composition is a false composition. The author thinks that to analyze the phenomenon of middle school students' false composition, we can start with the word "false". Compared with "truth", the phenomenon of "false composition" of contemporary middle school students can be divided into three categories: material selection is not true, emotion is not true, and language is not true. Creation is not true in four aspects. This paper describes the phenomenon of false composition of middle school students with examples from the aspects of material selection, meaning, structure and language. Under the existing educational system, students have to take all kinds of examination-oriented examinations, which results in the utilitarianism of teachers' teaching and students' learning. Middle school students write false composition, there are a lot of subjective and objective reasons. This paper analyzes the phenomenon of high school students' false composition from four aspects: social environment, educational system, school teachers and students' individual, and points out that the phenomenon of middle school students' false composition has great influence on the level of expression, thinking ability and aesthetic taste of middle school students. Finally, the author puts forward the improvement strategy of replacing false composition with individualized composition. This paper is divided into three parts: the first part is the description of the phenomenon of middle school students' pseudo composition; the second part is the reflection of the phenomenon of middle school students' pseudo composition; the third part is replacing the false composition with individualized composition.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.34

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