高三写作教学策略研究.pdf

论 文 摘 要 针对当今高三写作教学内容不确定、随意性严重，写作教学方式仍是传统的 “写——批——讲”的形式，写作教学侧重纯技术性的技巧训练以及写作教学的 有效度低等问题，本论文试图通过分析高三写作教学的现状及原因，研究高三写 作教学策略及实践，明确高三写作教学的目标、知识点和关键点、贯彻这些知识 点和关键点的方法、高三写作教学中相对固定的可以重复操作的指导写作的策 略，使高三写作教学有序化、系统化，为改善高三写作教学中随意性、交叉化和 重复化的现象提供有益的教学策略和教学案例，从而提高高三写作教学的有效 性。 论文的绪论部分分析了高三写作教学的现状及原因，阐明了关注与思考高三 写作教学策略问题的必要性。 论文第二部分对保证课堂教学有效性的原则、处理教材的策略、有效教学的 策略、有效学习和学习策略等有效教学的策略理论以及国内写作教学的一些实践 进行了研究，提出了这篇论文思考和解决的主要问题。 论文第三部分对高三写作教学目标、教学内容之确定、高三写作教学策略实 践等进行了研究。依据现代课程理论之父拉尔夫·泰勒的课程与教学的基本原理 确定了高三写作教学的目标，按照连续性和顺序性的准则编写了高三一年写作教 学的计划，并主要对本人九年高三写作教学的实践进行整理、总结，在丰富的教 学案例分析中提炼出高三写作教学在培养学生积累素材、审题立意、结构布局、 思维的广度与深度、辩证思维、评价修改作文的能力上可操作的一些策略。 关键词：高三写作教学 策略 有效教学 I ABSTRACT There has long existed a series of problems in the teaching of Chinese writing in Senior Three in high school. Obviously, the required topics and contents for writing are vague, and some are even out of random. Meanwhile, teachers are still obeying the traditional model of writing, correcting and appraising. The teaching of Chinese writing is known to lay particular emphasis on the training of writing skills, which results in undesirable effects. This paper is aiming to probe into the teaching strategies and practice for Chinese writing in Senior three by analysing the reasons of its current problematic situation. The paper is also trying to set clear goals, key points during the teaching of Chinese writing in Senior Three as well as the ways to put them into practice. By introducing the relatively fixed and feasible strategies of writing, the teaching of Chinese writing will be ordering and systematic. In this paper, instructive teaching strategies and teaching cases will be demonstrated to improve the randomness, overlapping and duplication in Chine