小学作文迁移训练与作文主体性开发教学策略初探

【作者】 周世国；

【导师】 朱贻渊；

【作者基本信息】 首都师范大学 ， 学科教学， 2007， 硕士

【摘要】 作文教学一直是语文教学中的热点和难点，多年来，无数语文教育工作者从不同教育改革角度做出了有益的探索和实践，已经取得了一些成就，但从整体来看，写作的现状并不乐观。目前，小学生写作的兴趣不浓，内容干涩、有的甚至虚假，情感不会表达，作文时无话可写，也不知道写什么，也不知怎么写。作文难成了老师和学生心中的痛。本文力图通过分析小学写作教学体系中迁移训练以及写作主体性开发中的成功和失败之处，探寻改革小学写作教学的新思路，尝试运用小学生写作心理的强化策略，改善写作教学的训练迁移体系，还原小学生的写作主体现状，提高小学生的写作能力。论文共分三个部分：引言分析了小学生目前存在的问题现状，回顾了迁移理论和主体性教学在小学写作教学中的作用，引出本文的论点，找到迁移理论和主体性开发中间的一个联络枢纽：写作心理要素的强化。第一部分是对目前小学写作教学的反思，从小学写作训练中的“读写迁移论”、“说话与写作迁移论”和小学写作教学主体性的发展两个方面思考迁。理论的优缺点及主体性发展写作教学还存在的问题。第二部分是迁移训练与主体开发相结合的作文教学思路的理论探讨，笔者从小学生写作心理要素分析着手，指出了兴趣、情感、需要在小学写作中的重要作用。同时，分析了迁移训练与主体性开发之间的关系，引出了主体性开发与迁移训练之间相结合的契机——写作心理要素的强化。第三部分是笔者根据以上理论的分析提出的写作教学策略初步探索，主要从小学生写作心理要素的定向强化和小学生写作行为强化两方面提出笔者初步的教学策略，结合自己的实践来为小学写作教学探索一条新的路子。更多还原

【Abstract】 Composition teaching has been the hot and difficult spot. Innumerable educators of Chinese Language have made useful exploration and practice from various angles of educational reform, and have made a number of accomplishments. But from an overall view, we haven’t had an optimistic view of the composition writing situation. At present, primary school students don’t have strong interest on writing. The content of their compositions is shrivel, and some even false. They are not able to express their sentiment. They don’t know what and how to write while writing composition. The difficulty in composition writing is the teacher’s great anxiety.Through analysis of successes and failures of the transfer training and development for student-centered writing in the system of writing teaching in primary school, the researcher attempts to seek out a new way to reform composition teaching in primary school, tries utilizing strengthening strategy of the writing psychology for primary school, improves training transfer system of writing teaching, make student-centered writing return to the original condition, heighten the writing ability of primary students.This thesis is divided into three sections:The introduction analyses the problems that exist at present among primary students, reviews the role of the transfer theory and student-centered teaching in the teaching of writing in primary school, leads to the argument of the thesis, finds the joint between transfer theory and the student-centered development: the intensification of psychological element in writing.The first section is a reflection on present composition teaching in primary school, in which the author takes into consideration of the advantages and disadvantages of transfer theory and the problems that still exist in composition teaching of the student-centered development from the two aspects of "Reading Writing Transfer"、"Speaking Writing Transfer" in writing training of primary school and the writing teaching of student-centered development.The second section is a theoretical exploration of the ways for composition teaching, in which transfer training are integrated with student-centered development. Starting with the analysis of psychological element in writing for primary students, the author points out the important effect of interest, affection and need in primary writing. Meanwhile, the author analyses the correlation between transfer training and student-centered development, leads to the turning point in which student-centered development is combined with transfer training the intensification of psychological element in writing.The third section is a preliminary exploration, in which the researcher puts forward the strategies of writing teaching based on the analysis of the theories above. The author proposes a tentative teaching strategies from both the orient intensification of the psychological element in writing and that of writing action for primary students, in order to explore a new way for the composition teaching in primary school via the researcher’s own teaching practice.更多还原