【作者】 杜鹃；

【导师】 谭轶斌；

【作者基本信息】 华东师范大学 ， 学科教学， 2010， 硕士

【摘要】 “读写结合”是语文教育工作者的基本共识,但“机械读”、“盲目写”的普遍现象却长期存在于现实中的语文教学。初中作文教学大纲难以明确地提供给教师作文教学的目标,相关的写作教材也难以独立完整地呈现写作教学的流程,所以教师在作文教学中往往处于无序、无效的状态,甚至让作文教学陷入“无为”的尴尬境地。处于初三毕业年级的语文教学更容易顾此失彼,用丢弃作文教学的做法来期望换取阅读操练后的实在分数。作文教学需要独立完整的知识系统,但如何达到作文教学和阅读教学的有效结合,发挥阅读教学中典型性篇目对学生写作的引领作用,让“读写结合”,“以写促读”真正成为可以操作的教学手段,实现作文教学和阅读教学的相得益彰,最终达到学生写作能力的提升效果就是本文要探究和解决的问题。本文首先聚焦教师在记叙文写作教学上的一些认识误区。并归纳这些认识误区背后的根本原因：作文教学内容缺乏系统有序的知识；作文教学过程缺乏明确有效的指导；作文教学观念缺乏充分人本化的认识。根据这一分析提出初三记叙文作文教学需要系统有序的作文知识,明确有效的作文指导,激励创新的作文教学手段。在此基础上,本文借鉴国外有效的写作建议,梳理新时期以来教育专家和语文教师关于写作教学积极探索的成果,通过文献资料证明有效的读写结合对写作技能提升的作用,并阐述初三记叙文作文教学与阅读教学相结合的可行性和必要性。作文教学要实现有效需要作文教学过程化,作文教学过程化的两个维度分别是：一、按照作文的写作过程来设计合理有效的作文教学过程；二、按照作文的知识和能力要素来设计作文分项训练过程。本文重点拟从这两个维度,借助上海现行初中教材中的经典现代散文,找出作文的核心知识点,使之成为作文教学内容的必要组成部分,以此来建立记叙文写作和现代文阅读间的知识联系,使学生在知识的迁徙过程中获得写作的思维训练、素材积累、技法提升等。文章依据两个维度的不同角度有所侧重地进行了分析,从流畅结构章法、体会语言魅力、慧眼审题选材、精心修改编辑四个方面进行策略阐述。分析中,本文首先从文章梳理可以作为作文教学内容的写作知识点,然后从课堂实施角度设计学习这些写作知识点的具体教学过程。文章结尾对初三记叙文作文教学与现代文阅读教学有效结合策略进行了再度思考和深度审视,根据笔者的实践经验,探索了初三作文训练的序列性内容,指出初三作文训练需要关注两个“贴近”；总结运用有效学习的理论明析读写结合、特别是经典现代文的阅读对写作能力的积极作用和运用这一策略时应注意的问题。更多还原

【Abstract】 The combination of reading and writing is a common sense in the work of Chinese teaching, but the general phenomena of blind reading and writing has been existing in Chinese teaching practice.Middle school’s composition teaching program can’t provide the teachers a very clear objective of composition teaching, and the relevant writing materials can’t express the procedure of composition teaching independently and completely either, that makes the teachers in a status of disorder and inefficiency in composition teaching, even makes the composition teaching in an awkward situation of inaction. The Chinese teaching in grade 3 of middle school is more likely to catch one and lose another, hoping to get a high score after reading practice by abandoning composition teaching. Composition teaching needs an independent and complete knowledge system. But how to reach an efficient combination between and composition teaching? How to make identical subjects play a leading role for students in reading teaching? How to make "combination of reading and writing" and "promoting reading through writing" really become an operable teaching method in order to make composition teaching and reading teaching benefit and complement each other and reach the final effect that students can improve their writing ability. Those are the questions this dissertation is intended to probe into and solve.This dissertation firstly focus on teachers’cognitive misunderstanding in narrative teaching, then sum up the basic reasons behind these cognitive misunderstanding:(1)The content of composition teaching lacks systematic and orderly knowledge;(2) There is no definite and effective directing in the process of composition teaching;(3)The concept of composition teaching lacks efficient recognition full of humanizationAs per the above analysis, this dissertation draws a conclusion that narrative teaching in grade 3 of middle school needs systematic and orderly composition knowledge, definite and effective composition directing and composition teaching method with incentive and innovation. Based on this opinion, this dissertation refers to foreign effective writing suggestions, tidies up the contemporary positive exploring fruit of education experts and Chinese teachers about composition teaching, and studies the feasibility and necessity of the combination between narrative teaching and reading teaching in grade 3 of middle school.Through documents, this dissertation proves that the effective combination of reading and writing does improve the writing skill.Composition teaching needs to realize the procedurization of the effective requirement, and the procedurization has two dimensions:1.design a proper and effective composition teaching procedure according to the writing procedure of composition; 2.design an item training procedure according to the elements of composition’s knowledge and ability. This dissertation will start from the above two dimensions, find out the composition’s core knowledge with the help of selected classical modern prose in textbook, and make it an indispensable part in composition teaching. By doing that, we can build up the knowledge connection between narrative writing and modern article reading, so the students are able to get a writing thinking training, material accumulation, skill improving and so on during the knowledge migration. Based on the two dimensions, this dissertation makes analysis from different angles and elaborates from four aspects including fluent structure and art of composition, tasting the linguistic charm, clever topic analyzing and material selecting, deliberate modification and edition. After analysis, firstly, we may take article tidying up as a point of composition knowledge in composition teaching; then, we can design a detailed teaching procedure of learning this writing knowledge from the angle of lesson implementation.The final part of this dissertation makes a second consideration and deep scan over the effective combination between narrative teaching and modern reading teaching in grade 3 of middle school.According to the author’s practice and experience, this dissertation explores the sequential contents in composition training in grade 3 of middle school, it points out the composition training needs two "being close", and it sums up the positive function and the questions deserving attention about applying effective learning theory and clarifying the combination of reading and writing, especially the positive function of classical modern article reading to writing ability.更多还原