依托閱讀(教學(xué))開(kāi)展的高中寫作教學(xué)案例研究.pdf

1、中文摘要當(dāng)前語(yǔ)文教學(xué)中，閱讀教學(xué)和寫作教學(xué)存在分離和短路現(xiàn)象，受應(yīng)試制約的閱讀教學(xué)很難顧及讀寫素養(yǎng)的和諧發(fā)展。閱讀教學(xué)主要提升閱讀能力，難以轉(zhuǎn)化為寫作能力。國(guó)內(nèi)語(yǔ)文教育中作文教學(xué)的革命性變化令人關(guān)注。2006年12月，全國(guó)教育科學(xué)規(guī)劃領(lǐng)導(dǎo)小組正式發(fā)文批準(zhǔn)《提高課堂教學(xué)實(shí)效性的教學(xué)策略研究》為全國(guó)教育科學(xué)“十一五”規(guī)劃教育部規(guī)劃課題，其中《中小學(xué)實(shí)效性研究與寫作教學(xué)策略研究》為“十一五”教育部規(guī)劃課題子課題。中國(guó)教育學(xué)會(huì)中學(xué)語(yǔ)文教學(xué)專業(yè)委

2、員會(huì)“十一五”重點(diǎn)科研項(xiàng)目“創(chuàng)新寫作教學(xué)研究與實(shí)驗(yàn)”課題聚焦課堂，就傳承與創(chuàng)新，閱讀與寫作進(jìn)行了一系列廣泛而深入的研討活動(dòng)，閱讀與寫作必須進(jìn)行生命對(duì)話。教育家葉圣陶說(shuō)：“多讀筆生花，多寫讀入里。”他又說(shuō)：“教材無(wú)非是例子。竹，閱讀和寫作關(guān)系緊密，教材作為共同的閱讀材料，是學(xué)生閱讀的起點(diǎn)和基點(diǎn)，是培養(yǎng)學(xué)生作文的根底和入門之書。本論文的價(jià)值和意義在于把閱讀教學(xué)作為寫作教學(xué)的抓手，培養(yǎng)閱讀能力的同時(shí)兼顧和凸顯寫作教學(xué)，培養(yǎng)寫作主體人格，獲取寫

3、作信息、激發(fā)寫作興趣和訓(xùn)練寫作能力，使作文教學(xué)生活化、日?；⒘Ⅲw化。論文共分5章：前言和第1章對(duì)學(xué)生寫作能力和寫作心理的現(xiàn)狀、教師寫作指導(dǎo)乏術(shù)、語(yǔ)文教材編寫重讀輕寫的特點(diǎn)進(jìn)行分析，是開(kāi)展研究的緣起所在第2章高中閱讀教學(xué)的問(wèn)題闡述了高中語(yǔ)文閱讀教學(xué)存在的問(wèn)題，特別是閱讀和寫作教學(xué)之間存在的分離扣短路問(wèn)題。第3章為寫作的閱讀教學(xué)從科學(xué)的寫作教學(xué)理念到做教材的研究者和教學(xué)的先導(dǎo)者明確寫作教學(xué)的觀念、內(nèi)容和訓(xùn)練形式。第4章包含7個(gè)寫作教學(xué)的案

4、例由閱讀教學(xué)與寫作El常化生活化、閱讀教學(xué)與寫作思想修養(yǎng)、閱讀教學(xué)與寫作思維訓(xùn)練、閱讀教學(xué)與實(shí)用類文體寫作、拓展閱讀與寫作教學(xué)、比較閱讀與寫作教學(xué)、閱讀教學(xué)與作文評(píng)講修6個(gè)寫作教學(xué)的研究案例組成，分別從寫作主體的思想修養(yǎng)，思維訓(xùn)練、興趣動(dòng)機(jī)、訓(xùn)練途徑、作文修改等方面展開(kāi)實(shí)踐研究。第5章總結(jié)與反思對(duì)在今后的閱讀教學(xué)中建構(gòu)寫作訓(xùn)練序列進(jìn)行了必要的補(bǔ)充說(shuō)明。關(guān)鍵詞：寫作教學(xué)為寫作而閱讀Abstract／嘲Itissurprisingandye

5、tworryingtonotethatinthecurrentlanguageteaching，readingteachingseemstobeirrelevanttowritingteachinglikestrangersUnderthetest—orientedconditions，hardlycanwehopeforthegooddevelopmentofbothreadingandwritingabilityNowadays，r

6、eadingteachingfocusesonenhancingmainlystudents’abilityratherthanimprovingtheirwritingabilityItisencouragingthatsomedramaticchangeshavetakenplaceinwritingteachinginChinaInDecember2006，NationalOfficeForEducationSciencesPla

7、nningofficiallyapprovedthetopic‘‘ResearchonhowtoimproveefficiencyofTeaching’astheplannedtopicofthe11mFiveYearplan，amongwhichisthesub—topicof“ResearchofefficiencyinSchoolsandstrategyofwritingmethod”Thetopic“Researchandexp

8、erimentoncreativewriting’，whichbelongstothekeyprogramofthe11mFiveYearfortheChineselanguageTeachinginSecondarySchoolProfessionalCommissionofCSE，focusesonclassroomsWhenitcomestoinheritanceandcreativity，therehasbeenaserieso

9、fheatedandwidediscussionoftheconnectionbetweenreadingandwritingthatreadingteachingshouldbecloselyrelatedtowritingteachingEducatorYeShengTaocommentedthatthemoreyouread，themorefluentlyyouwillwritethemoreyouwrite，thebettery

10、ouwillunderstanditHealsosaidthattextbooksareonlyexamplesReadingaresupposedtobecloselyconnectedwithwritingTextbooks，whicharethereadingmaterialsstudentsshare，areboththebasisofstudents’readingandthebeginningofcultivatingstu

11、dents’writingabilityThevalueandmeaningofthepaperliesinthefactthatReadingteachingisconsideredasthekeypointofimprovingwritingabilityWithaneyetoreadingability，studentsdeveloptheirwritingabilityStudentsacquiretheinformation，

12、andtheirinterestsinwritingarearousedThepaperhas5chapters：PrefaceandChapteroneThecurrentsituationofstudents’writingability，Lackofgoodmethodofwritingteaching，analysisofemphasisonreadingandinattentiontowritingChaptertwoThep

13、roblemofreadingteachingDescriptionoftheexistingproblemsofreadingteaching，especiallythedisconnectionbetweenreadingandwritingChapterthreeReadingteachingaimedatwritingFromscientificapproachtowritingteachingtoresearchersandp