浅论中小学生从思维到书面言语的转换障碍.pdfVIP

摘 要 中小学写作教学中，学生“有话写不出”、写出来也 “辞不达意”的问题一 直未引起语文教育界的足够重视。这说明中小学语文教学并未对学生“从思维到 现代汉语书面言语的转换能力”提供有效的训练。 人要将思维转换为言 ，需要经过复杂而困难的转换过程。这是因为人的思 维活动和语言表达在组织结构和运作规律上具有巨大差异。现代汉语书面语既有 其作为书面语的共性，更有其作为民族语言的特性。本文分析发现，现代汉语书 面语的抽象性、其对线性位次的高度重视和学生学习动机的不足都对中小学生书 面言 的转换形成了阻碍。对此,论文提出了要激发学生的内外学习动机，要让 学生以诵读的方式增加语言积累以及教学或隐性、或显性的言语模型和培养学生 元认知监控能力等多种解决策略。 关键词：语文教育 现代汉语书面 写作 言语转换障碍 ABSTRACT Primary and middle school students cant express their mind a urately. It showedthattheabilityoftranslatingthethinkingforwrittenModernChinesedidnot get a very good teaching and training. It’s a bug for the written Modern Chinese Curriculum.ButThisproblemhasbeenignoredbytheresearchersoveryears. It’s complex to translate the thinking for written Modern Chinese, because peoples thinking andlanguage expressiondifferencesin organizational structureand operatingrules This article concluded the characteristics of the thinking and written Modern Chinese.Andanalysistheobstaclesofthetranslationbased onit.Oneisthe shortage of motivation, the other is the complexity of the rules of written Modern Chinese teaching. The status showed that they did not get adequate attention or solution in practical teaching.Therefore, a ording to the law of mother language learning and the students level of cognitive psychology, the article put forward some teaching suggestions. For example, we should stimulate students’ learning motivation, we should give them the recessive or dominant speech model, and also training their metacognitivemonitoringcapability. Key Words: Chinese Language Teaching , Written Modern Chinese, Writing, Translationbarrier 目 录 绪 论1 第一章 写作活动需要经过复杂的言语转换过程3 第一节 关于言语转换的研究综述3 一、 认知心理学派的信息加工理论与写作过程模型4 二、 文化历史心理学派的 “内部言 ”学说5 三、 “语感”理论7 第二节 关于书面言语转换障碍的心理学研究成果7 第三节 现代汉语书面语的性质及其对