生活化作文教学的理论与实践

【作者】 赵金霞；

【导师】 李戎；

【作者基本信息】 山东师范大学 ， 课程与教学论， 2005， 硕士

【摘要】 传统作文教学中存在着忽视学生的主体性、忽视学生全面发展、学生作文与现实生活严重脱节等等缺点。针对这些缺点,本文在汲取中外生活理论、写作理论研究精华的基础上,对生活化作文教学,作了系统化的理论与实践的探索。生活化作文教学方式早已倍受关注,具备了一定的理论和实践基础。但从总体上说一直缺乏系统的理论支持,多偏于实践方面的探讨。本文试图在前人研究的基础上,从理论和实践两个方面做出一点探索。生活化作文教学是以生活理论、写作理论的综合交叉为基础的。生活是人在生活空间里的一种活动。在这个活动的过程中,人既是主体又是目的。学生是发展中的人,学生生活是他们存在的方式。学生生活的基本形式,包括认知与理解、体验与感悟、实践与交往、反思。作文的本质与写作的本质相同,是人的一种生活方式,一种生命存在形式。作文内在的系统构成正是认知与理解、体验与感悟、实践及反思。学生生活与学生作文具有高度的一致性。因而,生活化作文名符其实地就是实现作文的生活化。生活化作文就是学生生活过程本身,是学生自我潜能发挥的过程、学生成长与发展的过程。本文共分为三部分。第一部分:生活化作文的涵义及其系统构成。一、生活的本质。学生生活的本质包括这样几方面的含义:人是生活的主体,又是生活的目标;生活中的人具有主体性和独立性;生活的核心是具有创造性;自然和社会是生活的空间。二、生活化作文的本质。1、作文的本质。通过对中外关于写作理论研究的分析,我们认为写作作为人的一种活动,本身就是人生活的一种方式,是人生活的组成部分。作文的本质也就是写作的本质。2、生活化作文的涵义及其系统构成。从学生这个主体方面来看,生活化作文的深层内在系统,体现为与生活密切相关的四个部分:认知与理解、体验与感悟、实践以及反思。第二部分:生活化作文教学的特点及其目的。一、生活化作文教学,在教学过程中体现为学生的主体性、过程的完整性、学生的现实生活为基础、学生生活空间的完整性、师生关系的对话性等特点。着重论述了作文教学过程中学生主体性的发挥以及教学过程的完整性。作文是学生生活的一部分。学生是其生活的主体,也是作文学习的主体。学生作文学习过程具有完整性,作文教学过程相应地也具有完整性。二、生更多还原

【Abstract】 Traditional composition teaching have been ignoring entity of student, ignoring student’s development in an all-round way, disjointing the composition and the actual life of the students. To shortcoming these, in draw China and foreign countries live theory , writing foundation , theoretical research of quintessence , to living composition teaching , have done the exploration of systematized theory and practice. The living composition teaching way has already been paid close attention to extremely, has possessed certain theory and practice foundation. But on the whole, it lack of systematic theory support , partial to more discussion the practice .This text attempts to make from theory and practice, to explore on the basis of the thing that forefathers study. Living composition teaching is to cross for the foundation with the synthesis of the life theory, writing theory. Life is a kind of people activity in the living space. In the course of this activity, people are both subject and the purpose. Student is a developing person. Student’s life is the way that they have. The basic form of student’s life, including cognition and understanding, experiences and realizing, practices and associating, introspection. The essence of the composition is the same as essence of the writing, is a kind of life style of the people’s, the form exists in a kind of life. And realize, practicing and reviewing that it is exactly cognition, understanding, experience that the system with inherent composition is formed. Student’s life and student’s composition have consistency of height. Therefore person who live composition afford to worthy of the name. The living composition is student’s life course, and the course that student’s self-latent energy is given play to, course which students grow up and develop. This text is divided into three parts altogether. First part: The meaning and system of the living composition. First, essence of life. The essence of student’s life includes the meaning of several such respects: People are subjects of the life, and the goal of the life; the person in life has entity and independence; the core of life is creative; Society and nature is the space of the life. Second, essence of the living composition. 1, Essence of the composition. Through the analysis about the writing theoretical research to China and foreign countries, we think the writing is as a kind of activity of people’s, itself is a way of people’s life, is the component of person’s life. The essence of the composition is the essence of the writing. 2, the meaning and system of the living composition. According to this subject of students, the deep layer of the living composition is in the system, reflect as four parts closely related to life: Cognition, understanding, experience and realizing, practicing and introspection. Second part: Characteristic and purpose of living composition teaching. First, living composition teaching, reflect as students’ entity in the course of teaching, integrality of the course, based on the actual life of student, integrality of the students’living space, dialogue nature of teacher-student relationship. Have described the full play of course student’s entity of composition teaching and integrality of the teaching course emphatically. The composition is a part of student’s life. The student is a subject of its life and a subject of composition study too. Student’s composition learning process has integrality; the teaching course of the composition has integrality too accordingly. Second, the purpose of life composition teaching is mainly as follows, wake subject consciousness of student up, raise student’s intelligence level, promote student’s intelligence factor develop, promote the development of student’s language. The third part: Explore the way realized in living composition teaching. The way realized in living composition teaching is its key implemented finally. Realize the life of student’s composition, but combine composition teaching with omni-directional life with students. First, based on students’ actual life, close composition being lesson open to arrive wide social life and of the nature. Rely on students’ actual life, put forth effort on improving student’s viability of various fields, and tamp the basic foundation for the improvement of writing ability. 1, Lead students to take " ears " and " eyes " and participate in the life course of the school.2, Lead students to visit the feeler experienced to enter to the family life. 3, Lead students to pay close attention to the things, phenomenon in the society with the eyes that are examined closely. 4, Cause student’s love of the nature. Second, lead students to learn extensive reading, experience various kinds of life at all times and in all lands. Third, launch many activities of planting composition of the form, train students’ composition to study the interest. Let the writing of the composition become a component of student’s life. Fourth, lead students to walk close to the modern science and technology,更多还原