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写作教学是目前语文教学的软肋,它的改革还处于起步阶段,教学理论与教学实践的发展相对落后。教学问题重重,最主要的问题是目前的写作教学没有形成序列,其突出表现为:指导的空洞性、训练的随意性和评改的无效性。在近三年的写作教学中,参照《义务教育语文课程标准》七至九年级写作目标,针对初中阶段各年级学生不同的心理特点,兼顾“写作客体(写什么)”“写作载体(怎样写)”“写作受体(为谁写)”三个层面,整理出28项写作能力的训练点。围绕这些能力训练点从阅读积累、训练指导、评价修改三个纬度建构了有序的写作教学体系,依次编制了七至九年级的阅读内容与阅读要求,七至九年级的作文训练题目、设计意图与目的、训练方法与步骤,中考作文训练评价量表。以此训练学生逐步形成课程标准要求的初中阶段学生必须要达到的写作能力。
Writing teaching is the weak point of current Chinese teaching, and its reform is still in its infancy. The development of teaching theory and teaching practice is relatively backward. The most important problem is that there is no sequence in the present teaching of writing. The outstanding problems are as follows: the hollowness of instruction, the arbitrariness of training and the ineffectiveness of rewriting. In the recent three years of writing teaching, with reference to the seventh to ninth graders’ writing target of the compulsory education curriculum standard, aiming at the different psychological characteristics of students in different grades of middle school, taking into account the writing object of writing object (How to write) “” writing receptor (for whom to write) "three levels, sorted out 28 writing ability training point. Around these ability training points, an orderly writing teaching system was constructed from reading accumulation, training instruction, evaluation and modification of three latitudes, followed by the preparation of the reading content and reading requirements of Grades 7-9, and the writing training of Grades 7-9, designing Intent and purpose, training methods and steps, essay training evaluation form. In order to train students gradually form the curriculum standards required junior high school students have to achieve the writing ability.