高中语文教学中议论文的轻松作文法探究
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摘要
议论文的写作在高中写作教学中一直占有重要地位,而且也是一种易于指导却难于出效的一种文体。学生在写作过程中语言的贫乏,结构的混乱,认识的浮浅都是目前高中议论文写作教学面对的瓶颈。教师指导缺少系统的方法,学生写作没有思路与提高的方向。造成了“作文难,难作文”的现状。
本文在对当前高中写作教学现状的进行反思后,分析其存在的问题及成因,提出了“轻松作文”的概念,着力于这一理念的实施方法的探讨。在结构模式和思想内涵两个方面进行了初步的试验后的总结。
本文认为,学生对议论文有畏难情绪的原因是多方面的。首先要解决的就是面对议论文不知从何入手,如何阐述观点的问题。所以,在议论文的写作教学中,教师首先应打消学生的这种畏难情绪,让他们不以为文为难,有入手点。而这并不是从根本上解决问题,问题的关键在于议论文应言之有物,言之成理,理足服人。所以更应注意在平时的教学以及议论文的写作训练中提升学生的思想深度。让学生在思想情感上有深刻的认识,从而变无话可说为有话要说,变语言空洞为理趣盎然。这更是一个难点。
在这一尝试过程中,要时刻注意对学生创新思维的培养,切忌僵化,不能让学生的思维落入套落而无法拿出自己的个性化的思想。
Summary in relaxing writing methods of the main teaching of writing argumentation of senior high school.
The writing of the argumentation has been occupying the important position all the time in the teaching of writing of senior high school, and it is a kind of style that it is easy to guide, yet difficult to make effect. Student's shortage of the language in the course of writing, the confusion of the structure, superficiality known is all bottlenecks faced in teaching of argumentation writing of senior high school at present. The teacher's guidance lacks the systematic method; student's writing has no thinking and direction of improving having caused the current situation of "difficult composition".
This essay analyses its existing problem and original cause of formation after reviewing the current situation of present teaching of writing of senior high school, have put forward the concept of " relaxing composition ", the discussion of the implementation method to put forth effort on this idea . Summary after structure mode and two respects of thought intension have carried on the preliminary test.
This essay thinks, students are fear of difficulty of the argumentation in many aspects. The one that should be solved first is how to face the argumentation and does not know how to proceed with it, the problem of how to explain the view. So, in the teaching of writing of the argumentation, teachers should help give up students' fear of difficulty at first, it is awkward to let them not think genteelly, start with clicking. This does not solve the problem fundamentally, the key to the question lies in the argumentation and has substance in speech, sound reasonable, speak to the foot and obey people. So teachers should notice that promote students' depth of thought while training in the teaching at ordinary times and writing of the thesis even more. Let students have deep understanding on the thought and emotion , thus we can say that in order to change having nothing to speak to interested, it is of intense interest to turn into the language cavity. This is a difficult point even more.
In the course of this try , we should pay attention to the cultivation of students' innovative thinking constantly , must guard against rigid , making thinking of student fall into set pattern but unable to take out own individualized thought.
本文在对当前高中写作教学现状的进行反思后,分析其存在的问题及成因,提出了“轻松作文”的概念,着力于这一理念的实施方法的探讨。在结构模式和思想内涵两个方面进行了初步的试验后的总结。
本文认为,学生对议论文有畏难情绪的原因是多方面的。首先要解决的就是面对议论文不知从何入手,如何阐述观点的问题。所以,在议论文的写作教学中,教师首先应打消学生的这种畏难情绪,让他们不以为文为难,有入手点。而这并不是从根本上解决问题,问题的关键在于议论文应言之有物,言之成理,理足服人。所以更应注意在平时的教学以及议论文的写作训练中提升学生的思想深度。让学生在思想情感上有深刻的认识,从而变无话可说为有话要说,变语言空洞为理趣盎然。这更是一个难点。
在这一尝试过程中,要时刻注意对学生创新思维的培养,切忌僵化,不能让学生的思维落入套落而无法拿出自己的个性化的思想。
Summary in relaxing writing methods of the main teaching of writing argumentation of senior high school.
The writing of the argumentation has been occupying the important position all the time in the teaching of writing of senior high school, and it is a kind of style that it is easy to guide, yet difficult to make effect. Student's shortage of the language in the course of writing, the confusion of the structure, superficiality known is all bottlenecks faced in teaching of argumentation writing of senior high school at present. The teacher's guidance lacks the systematic method; student's writing has no thinking and direction of improving having caused the current situation of "difficult composition".
This essay analyses its existing problem and original cause of formation after reviewing the current situation of present teaching of writing of senior high school, have put forward the concept of " relaxing composition ", the discussion of the implementation method to put forth effort on this idea . Summary after structure mode and two respects of thought intension have carried on the preliminary test.
This essay thinks, students are fear of difficulty of the argumentation in many aspects. The one that should be solved first is how to face the argumentation and does not know how to proceed with it, the problem of how to explain the view. So, in the teaching of writing of the argumentation, teachers should help give up students' fear of difficulty at first, it is awkward to let them not think genteelly, start with clicking. This does not solve the problem fundamentally, the key to the question lies in the argumentation and has substance in speech, sound reasonable, speak to the foot and obey people. So teachers should notice that promote students' depth of thought while training in the teaching at ordinary times and writing of the thesis even more. Let students have deep understanding on the thought and emotion , thus we can say that in order to change having nothing to speak to interested, it is of intense interest to turn into the language cavity. This is a difficult point even more.
In the course of this try , we should pay attention to the cultivation of students' innovative thinking constantly , must guard against rigid , making thinking of student fall into set pattern but unable to take out own individualized thought.
引文
[1]李杏保.顾黄初初著. 中国现代语文教育史[M].四川教育出版社,2000 年.
[2]中华人民共和国教育部制订. 语文课程标准(实验). 北京:人民教育出版社,2003 年.
[3]张天宝著.新课程与课堂教学改革[M]. 北京:人民教育出版社会,2003 年.
[4]刘锡庆主编.基础写作学[M]. 中央广播电视大学出版社,1985 年.
[5]张彬福主编.魏书生中学语文教学改革实践研究[M]. 山东教育出版社,1999 年.
[6]加涅著.学习的条件[M]. 傅统先,陆有铨译. 北京:人民教育出版社,1987 年.
[7]赵谦翔.为作文呼唤绿色[J]. 中学语文教学参考,2003,11.
[8]管然荣.灵性与理性[J]. 中学语文教学参考,2003,11.
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[10]吴天应著. 文章结构学[M]. 中国人民大学出版社,1989 年.
[11]吴思敬著. 写作心理能力的培养[M]. 北京出版社,1985 年.
[12]韦志成.试论写作教学的规律[J]. 中学语文教学参考,2003,11.
[13]郑国民.对于第四学段写作教学改革的认识[J]. 中学语文教学参考,2003,12.
[14]刘勇,史宝亮.问渠哪得清如许,为有源头活水来[J]. 中学语文教学,2001,11.
[15]李世平,宋文珍,李君.读社会篇篇无字,吐心声句句有情[J]. 中学语文教学,2001,11
[16]山东烟台市教育科学研究院.烟台市高中语文创造学习指导纲要[J]. 中学语文教学,2001,11
[17]周仁良 徐敏南.高中”主体性作文教学研究”报告[J]. 中学语文教学参考,2003,12.
[18]王海林,吴书华.关于作文教学现状的反思[J]. 语文学习,2001,12.
[19]李振.重视两点积累,培养两种能力[J]. 语言文字应用,2000,5.
[20]谢良忠.作文教学点滴谈[J]. 语言文字应用,2000,5.
[21]刘占泉.作文贵在创新及有效训练[J]. 语言文字应用,2000,5.
[22]张文德.找回学生作文的灵魂[J] 语言学习,1998,8.
[23]徐江著. 高考作文辅导再辅导[M] 上海教育出版社,2004,10.
[24]王玉琴,莫鹏飞.关于”抄袭”的师生对话. 读写月报,2006,6.
[25]鲁宝主编.国外作文教学[M] 昆明:文心出版社,1986 年.
[26]张正君主编.当代语文教学流派概念[M]. 中国社会科学院出版社,2000 年.
[27]韦志成.试论写作教学中的规律[J]. 中学语文教学参考,2003,11.
[28]J.B.Best,cognitive Psychology.(3rded):West Publishing Company,1992
[29]R.J.sternberg,Beyond IQ.Cambridge University Press,1986.
[30]G.Cohen,The Psychology of Cognition.,(2nded)Academic Press,1983.
[31]A.E.Woolfolk,Educational Psychonogy.(3reed).Prentice hall,Ine,1987
[32]H.J.Klansmeier.Educational Psychology(5thed)Harper&Row,Publishers,New York 1985
[2]中华人民共和国教育部制订. 语文课程标准(实验). 北京:人民教育出版社,2003 年.
[3]张天宝著.新课程与课堂教学改革[M]. 北京:人民教育出版社会,2003 年.
[4]刘锡庆主编.基础写作学[M]. 中央广播电视大学出版社,1985 年.
[5]张彬福主编.魏书生中学语文教学改革实践研究[M]. 山东教育出版社,1999 年.
[6]加涅著.学习的条件[M]. 傅统先,陆有铨译. 北京:人民教育出版社,1987 年.
[7]赵谦翔.为作文呼唤绿色[J]. 中学语文教学参考,2003,11.
[8]管然荣.灵性与理性[J]. 中学语文教学参考,2003,11.
[9]施良方著. 学习论[M]. 北京:人民教育出版社,2000 年.
[10]吴天应著. 文章结构学[M]. 中国人民大学出版社,1989 年.
[11]吴思敬著. 写作心理能力的培养[M]. 北京出版社,1985 年.
[12]韦志成.试论写作教学的规律[J]. 中学语文教学参考,2003,11.
[13]郑国民.对于第四学段写作教学改革的认识[J]. 中学语文教学参考,2003,12.
[14]刘勇,史宝亮.问渠哪得清如许,为有源头活水来[J]. 中学语文教学,2001,11.
[15]李世平,宋文珍,李君.读社会篇篇无字,吐心声句句有情[J]. 中学语文教学,2001,11
[16]山东烟台市教育科学研究院.烟台市高中语文创造学习指导纲要[J]. 中学语文教学,2001,11
[17]周仁良 徐敏南.高中”主体性作文教学研究”报告[J]. 中学语文教学参考,2003,12.
[18]王海林,吴书华.关于作文教学现状的反思[J]. 语文学习,2001,12.
[19]李振.重视两点积累,培养两种能力[J]. 语言文字应用,2000,5.
[20]谢良忠.作文教学点滴谈[J]. 语言文字应用,2000,5.
[21]刘占泉.作文贵在创新及有效训练[J]. 语言文字应用,2000,5.
[22]张文德.找回学生作文的灵魂[J] 语言学习,1998,8.
[23]徐江著. 高考作文辅导再辅导[M] 上海教育出版社,2004,10.
[24]王玉琴,莫鹏飞.关于”抄袭”的师生对话. 读写月报,2006,6.
[25]鲁宝主编.国外作文教学[M] 昆明:文心出版社,1986 年.
[26]张正君主编.当代语文教学流派概念[M]. 中国社会科学院出版社,2000 年.
[27]韦志成.试论写作教学中的规律[J]. 中学语文教学参考,2003,11.
[28]J.B.Best,cognitive Psychology.(3rded):West Publishing Company,1992
[29]R.J.sternberg,Beyond IQ.Cambridge University Press,1986.
[30]G.Cohen,The Psychology of Cognition.,(2nded)Academic Press,1983.
[31]A.E.Woolfolk,Educational Psychonogy.(3reed).Prentice hall,Ine,1987
[32]H.J.Klansmeier.Educational Psychology(5thed)Harper&Row,Publishers,New York 1985