摘要
作文教学是语文教学的一个重要组成部分,多年来,广大语文教师从多个方面对写作教学改革作了有益的探索和实践,也取得了一些成绩。尤其是近几年,在基础教育与高中教育进行新课程改革的背景下,受建构主义学习理论的影响,语文教师更多的关注作文教学中学生主体性的体现,积极探索主体性作文教学,但不容忽视的一点是,要想使学生主体性形成和发展的各种因素达到最优化,教师必须在其中发挥主导作用。
本论文以探讨主体性作文教学中教师的主导作用为核心,在前沿的教育思想、教学理论和学习理论的指导下,在大量的科学研究和丰富的教学实践基础上,形成了对中学作文教学的积极探索,期望籍此对提高中学生的写作能力有所裨益。
本文共分五个部分:
第一部分,概述了主体性作文教学的含义与表现特征和教师主导作用的具体体现,旨在阐述培养和发展学生的主体意识、主体能力和主体人格,离不开教师的主导作用。
第二部分,是对中学作文教学的现状分析。当前的作文教学,一方面学生的主体性缺失,另一方面教师的主导性有偏差,究其原因是:当前的教育急功近利,片面追求升学率;语文教师缺乏现代教育观念和信息;对语文教师的评价体系还不健全。
第三部分,主体性作文教学中教师起主导作用的理论依据:建构主义学习理论,新大纲、课改的要求,创新教育理念中的新型师生关系。
第四部分,是在主体性作文教学中研究教师的主导作用的意义。从学生发展的方面讲,有助于作文教学中学生主体性水平的发展和提高,有利于实现学生的个性化创作,有助于更好地教会学生学会作文、学会创造;从教师的方面讲,可以促进作文教学观念的改变,减轻作文教学中教师的负担,有助于激发教师在作文教学中的主动性。
第五部分,详细阐述了主体性作文教学中教师主导作用的体现,这是该论文的核心部分,分为教师的指导内容和教师的指导行为两部分。教师的指导内容包括:指导学生积累作文材料、摄取写作内容、完善文本写作,培养学生良好的思维习惯。
教师的指导行为有:通过创设情境、培养情感、创造需要、培养自信等各种手段,激发学生的写作兴趣,发挥学生的能动性,使学生想学;转变作文教学指导模式,发挥学生的自主性,使学生乐学;保持主体参与的连贯性,培养学生自我检测、自我校正与自我完善能力,使学生会学。
In Chinese Language teaching, composition teaching is an important part of it. These years, further more has made some exploration for the composition teaching reform from many ways, and there is much development accordingly. Especially in recent years, under the influence of“Structure Building”of study theory, implementing "new courses reform" of basic teaching and teaching in senior high school, language teachers have been greatly focusing on the subjective action of students and doing lots of research. However, one important thing in teacher’s crucial function must be embodied in order to put all factors of student’s subjectivity founding and development into reasonable configuration.
Based on the newest education thoughts, teaching method and corresponding study theory, the paper mainly discusses the predominant function of teachers in subjectivity of composition teaching. With much scientific research and teaching practice, the active exploration for composition teaching would improve student’s writing ability in senior high school.
This paper includes five parts as follow:
In the first part, I summarize the meaning, factors and characteristics of“subjectivity composition teaching”, and also the function of teachers’guidance, in order to explain the necessity of teachers’guidance for improving students’subjective consciousness, abilities and personality.
In the second part, I analyze the situation of Chinese composition teaching in high schools. In nowadays composition teaching, students’subjectivity is absent, and teachers’guidance is missing. The main causes of the situation are the eagerness for quick success and instant benefits, unilateral focus on the university-entering rate, Chinese teachers’lack of modern education ideas, and the unsound evaluation system for Chinese teachers.
In the third part, I provide the theory foundation for teachers’guidance function in subjective composition teaching: the study theory of structuralism, the requirement of the new teaching tenets and course reform, and the new relationship between teachers and students of innovative education theory.
In the fourth part, I examine the values of teachers’guidance in subjective composition teaching. For students, it is helpful for developing their subjectivity and individual creativity; for teachers, it is helpful for changing their ideas about composition teaching, reducing their burdens, and encouraging their initiative.
In the fifth part, I explore the concrete realization of teachers’guidance function in subjectivity composition teaching. This is the main part of the paper and includes the contents and the actions of teachers’guidance.
The contents of teachers’guidance include collection of composition materials, distillation of composition content, polish of draft, and cultivation of sound thinking custom.
The actions of teachers’guidance include stimulating students’writing interest and encourage their initiative and creativity by ways of supposing situations, cultivating sensations, creating desires, and developing self-confidence. Changing composition teaching model: exerting students’subjectivity, stimulating their interest of study. Keeping the consistency of students’subjectivity, developing students’ability of self-examination, self-correction, and self-improvement, helping student grasp how to study.
引文
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