【作者】 王庆；

【导师】 卢政；

【作者基本信息】 鲁东大学 ， 学科教学， 2012， 硕士

【摘要】 中考作文即高级中等学校招生考试语文卷的最后一题或两题（包括小作文），一般满分为50—60分，题型包括命题作文、半命题作文、材料作文、话题作文等，它考察的是学生的综合素质与能力，作文水平的高低跟学生的语文水平、文学素养、思想境界以及创造性思维密切相关。由于其在中考语文中占据较大的分值比重，因此，它一直是中学语文教育界关注的热点话题。关于中考作文的研究一般是以各省市的教学实际为研究范围，具有较强的地域性。本文建立在已有的中考作文研究基础上，立足于烟台中考作文的教学实际，具体分析了烟台市近十年的中考作文情况，简单介绍了烟台市中考作文的命题过程及评价准则的制定和实施情况，从出题者的意图角度分析了烟台市2002年至2011年的中考作文题目。研究表明烟台市中考作文选题注重联系学生的内心世界，重视学生真实情感的表达和内心体验的感悟，尽量从学生的角度考虑，营造宽松的写作环境，从题目的类型到题目的要求，文体不限等等都为学生的写作提供了广阔的空间，而且命题的形式日益多元化，命题形式灵活多样,命题思路开阔。当然，从近十年的作文分析上来看，烟台市中考作文存在着一系列的问题，包括命题过程中的命题形式高考化倾向、命题内容成人化倾向、命题结构标准化倾向、命题组织行政化倾向等问题；学生在实际的写作过程中审题不当、拟题不准、选材不够合理、语言不美、结构不完善、立意不深等问题；教学过程中教学指导思想急功近利、个别教学指导缺乏有效的针对性、教学方式僵化、课时安排上的问题等等；评改过程中缺乏系统准确公认的评分标准、阅卷教师的正面或者负面情绪等问题。文章根据问题以及问题产生的原因，相对应的提出了解决作文教学问题的策略。从命题者的角度提出命题应立足学生的实际生活，体现初中生的精神面貌，形式上适当采用选题作文的样式，尽量减少行政力量的干预，作文结构尽量多样化，考察尽量全面化；学生方面就应充分发挥主观能动性，从审题、拟题、选材、语言、结构、立意等方面掌握全面的写作技巧；教学者应发挥教学主导作用，调整作文教学目标，摒弃急功近利的教学思想，利用好教材强化学生的写作实践训练，实施个性化的作文教学模式，保证学生写作的个性和创新性，适当采用思维导图提升作文教学的效率；针对作文评改的问题特提出要规范写作评价标准，使其客观、科学、有弹性、具有可操作性，阅卷教师也应提升自身修养，保持客观的情绪。另外，在学校的作文课堂上也可借鉴课外辅导班的有效策略帮助学生提升作文水平。更多还原

【Abstract】 Composition in the high school entrance examination is the last one or two subject,including little essey, in the high school entrance examination Chinese test. Usually, the fullmark of the test is50to60, including set-subject composition, half proposition composition,material composition and topic composition, which mains to examine students’comprehensive quality. The quality of a composition is closely related to a student’s Chinesequality, literature attaintment, ideological level and creative thinking. As the mark of thecomposition accounts for a big proportion in the Chinse test, the composition is always beinga much-talked-about topic in academic circles. The practical situation of each province andmunicipality is the field of study about the composition in the high school entranceexamination, which is of strong regional feature.Established on the existing test composition research, based in Yantai in the testcomposition of the teaching practical, this article specifically analyzed of the Yantai City,nearly a decade of the test composition, made a brief introduction of the proposition of thetest composition process and evaluation criteria for the formulation and implementation,analyzed from the perspective of the intent of the proposition staff in the2002-2011examination essay topics of Yantai City. Studies have shown that the test essay topics focus onthe inner world of the contact students in Yantai City, pay attention to students ’real emotionalexpression and perception of inner experience, as far as possible think over from the students’point of view, create a relaxed environment for writing, from the type of subject to therequirements of the subject, style is not limited and so on which provide a wide space forstudents’ writing, and the proposition form is increasingly diverse, propositional form isflexible, propositions ideas is open. Of course, from the point of view of composition analysisfor nearly a decade, Yantai City in the test composition there is a series of questions, includingin the proposition process that propositional form of college entrance tendency, propositionalcontent of adult tendency, propositional structure of standardization tendency, propositionorganization of administrative trend; students in the actual process of writing that haveimproper moderation, the intended title is not accurate, the selection is not reasonableenough,language is not elegant,the structure is poor, the conception is not deep; in theteaching process that the guiding ideology exists instant success, individual teaching guide is lack of effective targeted teaching methods, teaching methods is rigid, curriculumarrangement is not reasonable, in the marking process that lack of systematic, accurate andrecognized scoring criteria, marking teachers have positive or negative emotions and so on.According to the problems and causes of these problems, this article put forward compositionteaching problem-solving strategies. From the perspective of the proposition, we shouldreflect the mental outlook of the junior high school students and based on the student’s reallife, take form of appropriate topics essay style, minimize the intervention of the executivepower, make the composition structure as far as manifold, make the examination ascomprehensive as possible; for students that should give full play to the initiative, master thefull range of writing skills in terms of moderation, the proposed title, material selection,language, structure, and conception; the instructor should play a leading role in teachingprocess, adjust the composition teaching goals, get rid of the quick success of the teachingideas, make good use of teaching materials to strengthen students ’writing practice training,implement the personalized mode of composition teaching, guarantee the personality andinnovative of the students’ writing, appropriatly use mind mapping to enhance the efficiencyof the composition teaching; according to the composition correction problem, offer you thespecific writing evaluation criteria to make it objective, scientific flexible and operational,grading teachers should also enhance their self-cultivation, maintain an objective mood. Inaddition, the school’s composition class can learn effective strategy from tutoring classes tohelp students to enhance their level of writing.更多还原