本文選題：生活化寫作 + 文化時(shí)尚娛樂��； 參考：《上海師范大學(xué)》2015年碩士論文

【摘要】：《義務(wù)教育語文課程標(biāo)準(zhǔn)(2011年版)》指出:寫作是運(yùn)用語言文字進(jìn)行表達(dá)和交流的重要方式,是認(rèn)識世界、認(rèn)識自我、創(chuàng)造性表述的過程。寫作能力是語文素養(yǎng)的綜合體現(xiàn),是衡量學(xué)生語文水平的重要尺度。但如今小學(xué)生作文空洞虛假、胡編亂造成風(fēng),矯揉造作,缺少對生活的細(xì)致觀察、真實(shí)感受和深入思考。為了消除學(xué)生作文與生活脫節(jié)的弊病,我校結(jié)合少先隊(duì)德育活動開展了一系列“運(yùn)用文化時(shí)尚娛樂等元素,開展小學(xué)三年級生活化寫作的創(chuàng)新研究”,以心理學(xué)興趣理論、陶行知、葉圣陶先生有關(guān)生活作文教育的理論和杜威的“教育即生活”理論為理論基礎(chǔ),設(shè)計(jì)符合三年級學(xué)生認(rèn)知特點(diǎn)和學(xué)情的有效實(shí)施策略,試圖依從觀察、積累、體驗(yàn)、活動感受等一般寫作規(guī)律進(jìn)行生活作文教學(xué)探索,讓學(xué)生學(xué)會在生活中思考、實(shí)踐和大膽創(chuàng)造,體驗(yàn)習(xí)作快樂,培養(yǎng)學(xué)生的習(xí)作興趣。本文首先對生活化作文教學(xué)的研究背景和現(xiàn)狀分析進(jìn)行介紹,接下來介紹我校關(guān)于小學(xué)三年級學(xué)生生活化寫作的總體設(shè)想,然后根據(jù)設(shè)想探討適合三年級學(xué)生的生活化寫作模式的策略,其中觀察、體驗(yàn)、感受、積累是本文探索的重點(diǎn)。在生活化作文教學(xué)中培養(yǎng)學(xué)生觀察與積累的能力,以及關(guān)注孩子在各種豐富多彩的活動中的真實(shí)體驗(yàn)和感受是本文研究的關(guān)注點(diǎn),并結(jié)合一些案例和學(xué)生習(xí)作進(jìn)行說明。最后一個(gè)部分就是結(jié)論:結(jié)論部分主要總結(jié)本研究的研究論點(diǎn)以及研究成果,并指出研究仍然存在的不足和缺陷。
[Abstract]:The Chinese Curriculum Standard of compulsory Education (2011 Edition) points out that writing is an important way to express and communicate with language, and it is also a process of knowing the world, knowing oneself and expressing creatively. Writing ability is a comprehensive embodiment of Chinese literacy and an important measure of students' Chinese proficiency. But nowadays, the composition of primary school students is empty and false, making a fuss and affectation, lacking careful observation of life, true feeling and deep thinking. In order to eliminate the disadvantages of students' disconnection between composition and life, our school has carried out a series of "creative research on life-oriented writing in the third grade of primary school", combining with the moral education activities of the Young Pioneers, which is based on the theory of psychology interest. Mr. Tao Xingzhi, Ye Shengtao's theory on life composition education and Dewey's "Education is Life" theory are the theoretical basis, and design effective implementation strategies which accord with the cognitive characteristics and learning situation of the third grade students, and try to observe, accumulate and experience according to the observation, accumulation and experience. In order to make students learn to think, practice and create boldly in life, to experience the joy of writing and cultivate students' interest in writing, the general rules of writing, such as activity feeling, and so on, are explored in the teaching of life composition. This paper first introduces the research background and present situation of life composition teaching, and then introduces the general idea of the third grade students' living writing in our school. Then, according to the assumption, this paper discusses the strategies of life-oriented writing model suitable for the third grade students, among which observation, experience, feeling and accumulation are the key points of this paper. Cultivating students' ability to observe and accumulate in life composition teaching, and paying attention to children's real experience and feeling in various colorful activities are the focus of this paper, and some cases and students' exercises are combined to explain. The last part is the conclusion: the conclusion part mainly summarizes the research points and the research results, and points out the shortcomings and shortcomings of the research.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.24

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本文編號：1902260