【作者】 朱建军；

【导师】 倪文锦；

【作者基本信息】 华东师范大学 ， 学科教育， 2010， 博士

【摘要】 我国目前写作教学的现状是：一面是“写”的作用和意义在综合型语文教材或“文选”式教材中被严重忽略,而另一面却是中学课堂几乎没有真正意义上的写作课,或者课堂在从事着大量的“非教学行为”。究其原因,根源在于人们对语文课程的阅读取向与写作取向,以及两者之间究竟是什么样的关系或在何种程度的关系等等问题认识不清；因而使得阅读教学与写作教学成为了两个“各自为政”的“独立”领域,阅读教学省略了写作甚至“也是学习的手段”,而写作教学也仅仅剩下了“闭门造车”然后“批改作文”这样简单的行为。基于上述认识,本文将研究的主要目的和任务确定为：通过中外语文课程“读写结合”的研究,厘清新形势下阅读观、写作观各自的取向,以及确立在此基础上的“新读写结合”观,并界定相对应于四类“选文”“样本”“例文”“定篇”和“用件”的五种功能性写作概念：“积累性写作”“模仿性写作”“学习性写作”“评论性写作”和“探究性写作”,并在实践上用这些概念对语文教材编制和语文课堂教学的理念和策略进行审议和考察。因此,本研究主要从三个方面展开：第一个方面为宏观理念讨论,主要包括第一章“绪论”,第二章“读写结合”观的理论基础,第三章“读写结合”在中外语文课程文件中的实际规划形态；在这三章基础上,本研究界定了“新读写结合”观的具体内涵。第二个方面为中观策略研究,在第四章中,本研究确立了“新读写结合”观下的写作概念及其核心要素的共生关系框架,界定了针对四类“选文”的五种功能性写作概念,描述了“新读写结合”观的两种取向,并构建了“新读写结合”观的知识维度与阅读技能维度的框架；本部分意在解决语文课程“新读写结合”观具体展开的方式与策略的问题。第三个方面为微观操作研究,第五章主要考察五种功能性写作在中学语文教材中的具体编制情况,并规划出相应的编制策略,第六章主要研究五种功能性写作在中学语文教学现场的具体操作情况,并提出相应的改进意见和建议；本部分为本文的行动研究部分。更多还原

【Abstract】 The status quo of the teaching of writing in China is in a dilemma:On the one hand, the role and importance of writing are largely neglected in comprehensive Chinese textbooks or "selected readings" textbooks; on the other hand, high school classroom teaching involves a great deal of non-teaching activities instead of offering writing instructions in the true sense. The reason can be attributed to unclear understanding of the focus of reading, the focus of writing, and the type and strength of the relationship between the two. Therefore, the teaching of reading and instruction in writing have become separate domains, with the former neglecting writing while the latter being confined only to the correction of compositions in the original.The aim and task of this paper are:On the basis of an investigation of the reading/writing integrated teaching at home and abroad as well as a survey of the present reading-oriented approach, the writing-oriented approach and the reading/writing integrated approach, the author defines New Notion of Integrating Reading/Writing (NNIRW), and five types of functional writing:accumulative writing, simulated writing, learning-triggered writing, critical writing and explorative writing, which correspond to five types of texts:samples, exemplary articles、masterpieces and material for ready use. Then, the author applies those concepts to examine the Chinese textbook compiling and classroom Chinese teaching.The paper falls into three major parts. The first part examines macro-view idea about the reading/writing integration. Except for preface of the first chapter, academic base is explored in the second chapter; what is involved in the third chapter is the true form of the reading/writing integration in curriculum document in China and abroad. Based on prior three chapters, New Notion of Integrating Readingg/Writing (NNIRW) is defined. The second part is strategy research at middle-view level. In chapter 4, the intergrowth relationship between writing education environment and its core elements is established under NNIRW; the concepts of five functional writings corresponding to four "elected article" are defined; two orientations and writing types NNIRW is affiliated with are described; two-dimension framework-knowledge and reading capacity-of NNIRW is constructed. This part intended to solve the implementation modes and strategies of NNIRW. The third part applies itself to micro-view operation research. Chapter 5 is used to review how five functional writings are developed in the language and literature textbook of China and abroad, including specific development idea, development level, and development strategies. Chapter 6 is action research part of this thesis, practical operation of five functional writings and its improving suggestions are undertaken.更多还原