發(fā)布時(shí)間：2018-04-28 01:13

  本文選題：教師 + 論文寫(xiě)作��； 參考：《中小學(xué)教師培訓(xùn)》2017年07期

【摘要】：從表面上看,論文是寫(xiě)出來(lái)的,但實(shí)際上,論文是思出來(lái)的。倘若沒(méi)有論文寫(xiě)前的思,寫(xiě)出來(lái)的論文不是半途而廢,就是難以卒讀。從一定意義上說(shuō),教師論文寫(xiě)作之所以難產(chǎn),其原因之一就是淡視或忽略了論文寫(xiě)作的運(yùn)思之道。而教師論文寫(xiě)作的運(yùn)思之道至少有三:一是廓清論文寫(xiě)作的語(yǔ)境,明確論文寫(xiě)作的主旨;二是鎖定問(wèn)題這個(gè)不動(dòng)點(diǎn),邏輯提問(wèn)的邏輯回答;三是融通義理考據(jù)與辭章,精修論文的詞句段篇。
[Abstract]:On the surface, the paper is written, but in fact, the paper is thought out. If there is no thought before writing, the paper is written halfway, or difficult to read. In a certain sense, one of the reasons for the difficulty of teacher's thesis writing is that they neglect or neglect the way of thinking about the writing of papers. There are at least three ways of thinking about the writing of a teacher's thesis: first, to clarify the context of the writing of the thesis and to clarify the main purpose of the writing of the thesis; second, to lock the fixed point of the question and answer the logical question; and third, to combine the textual research of the theory of justice with the chapter of speech. Refine the passage of a thesis.
【作者單位】： 浙江師范大學(xué)教師教育學(xué)院;
【基金】：2016年度國(guó)家社會(huì)科學(xué)基金教育學(xué)一般課題“基于核心素養(yǎng)的智慧教育建構(gòu)研究”(課題批準(zhǔn)號(hào):BAA160017)
【分類(lèi)號(hào)】：G451
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本文編號(hào)：1813139