高中语文教师作文教学能力研究

发布时间：2018-10-30 16:09

【摘要】：作文水平是衡量语文水平的重要尺度,毋容置疑,作文教学是语文教学的重中之重。而语文教师的作文教学能力很大程度上决定着学生的作文水平。指导得法,学生就能事半功倍,写出佳作;指导无方,学生便事倍功半,苦不堪言。如何指导学生作文?除了对其进行技术指导,传授凤头猪肚豹尾、层进式、并列式等论证方式的作文技巧,语文教师还应在哪方面下功夫?叶圣陶先生曾说“优美原料可以制成美好器物,空恃技巧却造不出好的器物。”学生学到了作文技巧,却因为缺乏切合题意的素材、缺乏对生活的思考而难为无米之炊。同理,如若语文教师只具备传授应试作文技巧的能力,却缺乏思考生命的深度和广度,没有高尚的人格、广博的知识、孜孜不倦的求知精神做基底,势必影响到作文教学的效果。因此,如何提升高中语文教师的作文教学能力,转变很多一线教师为教作文而教作文的观念是一个值得深思的问题。基于当前教学实践中存在的不足以及对已有研究的反思,笔者将高中语文教师的作文教学能力这一动态变化的对象作为“文本”,通过分析当前高中语文教师作文教学能力不足的主要问题,提出相应的解决对策。本研究主要采用文献研究法和调查研究法。通过对作文课堂的观察和体验,选取了访谈、参与性观察、分析调查问卷等方式综合收集研究资料。运用系统论方法分析高中语文教师应具备的几种作文教学能力:命题能力、作文前指导能力、批改能力、讲评能力。结合教师的专业发展理论,提出高中语文教师的作文教学能力发展的有效策略:学会阅读,勤于练笔;树立专业发展的观念和意识、进行常规而系统的反思、开展行动研究。文章不是无情物,它处处涌动着作者对生命的思考、感动和热爱。而每一个学生都是独立鲜活的生命个体,引导他们敢于乐于我手写我心、说自己想说的话,促进学生作文素养的提高,语文教师任重而道远。而本研究正是立足于此,并关注到了作文教学中的具体课堂实践、细化的教学行为,提出切实可行的作文教学实践能力指导策略,试图引导语文教师关注自我的发展,提升自身的语文素养,走向作文教学的美好世界。当语文教师的专业素养充分发挥之时,彼岸花开。
[Abstract]:Composition level is an important measure to measure Chinese level, without doubt, composition teaching is the most important part of Chinese teaching. The composition teaching ability of Chinese teachers determines students' composition level to a great extent. Guidance can double the result with half the effort, write a good work; guidance, the students will be half the effort, unspeakable. How to guide students' composition? In addition to its technical guidance, to teach Feng head tripe leopard tail, layer style, parallel style and other argumentation methods of composition skills, language teachers should work in what areas? Ye Shengtao once said that "beautiful raw materials can be made into beautiful utensils, but nothing can be done with skill." Students learn composition skills, but because of the lack of appropriate material, lack of thinking about life and can't cook without rice. Similarly, if Chinese teachers only have the ability to teach exam-oriented composition skills, but lack the depth and breadth of thinking about life, there is no noble personality, extensive knowledge, tireless spirit of knowledge to do the foundation, It is bound to affect the effect of composition teaching. Therefore, how to improve the composition teaching ability of Chinese teachers in senior high school and change the idea that many front-line teachers teach composition for the purpose of teaching composition is a problem worth pondering. Based on the deficiency of the current teaching practice and the reflection on the existing research, the author regards the dynamic change of the composition teaching ability of the senior high school Chinese teachers as the "text". Based on the analysis of the main problems of the current high school Chinese teachers' insufficient ability in composition teaching, the corresponding countermeasures are put forward. This research mainly uses the literature research method and the investigation research method. Through the observation and experience of composition class, the author selects interview, participative observation, analysis questionnaire and so on to collect the research data synthetically. This paper analyzes several kinds of composition teaching ability of senior high school Chinese teachers by using system theory method: propositional ability, pre-composition guidance ability, correction ability and comment ability. Combined with teachers' professional development theory, this paper puts forward effective strategies for the development of senior high school Chinese teachers' composition teaching ability: learn to read, practice pen diligently, set up the concept and consciousness of professional development, carry on routine and systematic reflection, and carry out action research. The article is not merciless, it is everywhere the author's thinking about life, moved and love. And every student is an independent living individual, leading them to dare to enjoy my handwriting, say what they want to say, promote the improvement of students' writing literacy, Chinese teachers have a long way to go. This research is based on this, and pays attention to the concrete classroom practice, the detailed teaching behavior in the composition teaching, proposes the feasible composition teaching practice ability instruction strategy, attempts to guide the Chinese teacher to pay attention to the self-development. Improve their own Chinese literacy, towards the better world of composition teaching. When the Chinese teacher's professional accomplishment fully displays, the other shore flower blooms.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.34

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