“读后感”写作训练模式刍议

根据建构主义理论，从写作的本质出发，重新审视了写作与阅读的关系，并探索思考了中学写作教学的一种新的有效模式——读后感训练模式。     

讲读课文与写作思维训练的双重转化--谈课文讲读和作文指导的关系

课文的精讲要向提高写作能力上转化，在讲读课文中激发学生的写作兴趣，培养学生的知识迁移能力，实现讲读课文与写作思维训练的双重转化。     

读后感类作文写作指导

读后感，属议论文的范畴，但又不同于一般的议论文。它是在阅读原文的基础上，理解和把握原文的思想内容、发表感想和体会的文章。     

构建科学的写作思维训练序列

要在写作教学中发展学生的思维,关键在于构建一个科学的写作思维训练序列.思维训练课模式和写作训练课模式体现了两种不同的思维训练序列.     

构建科学的写作思维训练序列

要在写作教学中发展学生的思维,关键在于构建一个科学的写作思维训练序列。思维训练课模式和写作训练课模式体现了两种不同的思维训练序列。     

怎样写读后感

读后感在中学生作文训练中备受重视。但很多学生对读后感的写法，一直模糊不清，有不少学生长篇地描写介绍原文的内容，最后用一两句话说出自己的感想来结束全文，这是对读后感的写法缺乏理性的认识。     

中学语文写作教学观察思维训练

在语文写作教学思维训练中,观察思维训练亦很重要。以观察思维训练为着眼点,从层级观察思维训练、多角度观察思维训练、情境体验观察思维训练三方面谈一谈自己的看法,尝试为写作教学思维训练贡献一份力量。     

利用课文启迪思维训练口语指导写作

当前农村小学语文教学与写作分割的现象比较突出,导至小学生作文存在两种通病:一是思路堵塞,无从下笔;二是语意不明,表述不清,文章干瘪,过于简短。新的《小学语文教学大纲》要求作文教学体现素质教育。虽然降低了要求,淡化了文体,旨在练笔,但绝非仅仅要求“能写”,绝非降低了作文“质”的要求而可随意无目的地写。教师今天的教是为了明天的不教,学生今天的学是为了明天的自学。学生作文质量高低是衡量语文教学成效的一把尺子,因此,课文教学与作文训练是不可分割的。我从事小学语文教学二十多年,在实践中把语文教学和指导写作紧密联系起来,利…     

Academic essay writing as imitative problem solving: examples from distance learning

Students in tertiary education are often faced with the prospect of writing an essay on a topic they know nothing about in advance. In distance learning institutions, essays are a common method of assessment in the UK, and specified course texts remain the main sources of information the students have. How do students use a source text to construct an essay? The present paper presents a methodology for mapping the source text on to the finished student essay. The underlying assumption is that students are using a form of imitative problem solving when faced with the complex task of writing an essay. Twenty-two essays written by Open University students in the UK, based on three different questions, were analysed on the basis of the order in which novel concepts were introduced and the extent to which this order mirrored that of the source textbook. Correlations were then carried out between the structure of the essay, the structure of the source text and the eventual grade awarded. The average correlation for all three essays and source texts was 0.8, with some individual essays having a correlation of 0.98, demonstrating that the students were closely imitating the argument structure of the source text.     

论"养其根而俟其实"--由一篇短文引发的话题

“养其根而俟其实”语出韩愈。这里的“根”比喻的是思想修养，“实”比喻的是文章写作。“养其根而俟其实”一语生动而深刻的阐明了思想修养与文章写作二者之间的关系，是一切从事写作的人首先应该明了并须铭记于心的正确的为文之道。     

浅谈中学语文议论文写作教学

在中学阶段,语文写作教学是培养学生逻辑思维能力和创新能力等多种能力的重要环节。而在中学的语文考试中,议论文写作占有着重要的比例。但是就实际情况而言,议论文写作对学生逻辑思维能力的要求较高,成为了不少学生难以克服的写作难题。因此,议论文写作被当做是中学语文写作教学的重点内容,同时也是难点内容。所以,基于这种认识,本文对中学语文议论文写作教学问题进行了探究,从而为关注这一话题的人们提供一些参考。     

Development of first-year students' conceptions of essay writing

Findings are presented from a small-scalelongitudinal study of first-year psychologystudents' learning. Three developmentalhierarchies were derived in the analysis of theinterview data, which described differentaspects of the variation in students' accountsof their conceptions of essay writing. Althoughthe findings did suggest that the students madesome development in their conceptions, itseemed that by the end of the study many ofthem were still unable to describe what wasexpected for their essays in a way which fullymapped onto their tutors' accounts. Theeffects of advice given to students about theiressay writing were also investigated. Studentswere given help that seemed relevant todeveloping their conceptions, but there waslittle evidence in the interviews that thismade an impact on their learning and studentsoften described minimal engagement with adviceand feedback. Two case studies are presented togive a more holistic perspective on thestudents' accounts of their essay writing.These cases suggest the limitations of simplecategorisations, as they emphasise the complexand idiosyncratic nature of students'development.     

徐云虔《南诏录》佚文及其史料价值

向达、方国瑜、王叔武三位先生辑佚的徐云虔《南诏录》佚文反映了南诏行政区划与自然地理环境和文化环境之间的关系;反映了南诏前后政治制度的变迁和完善,也反映了南诏社会经济的发展,还反映了南诏对以唐文化表现出来的儒家文化的吸收,体现了不同政权之间的制度文化的传播。同时,佚文反映了南诏对农业的重视,为南诏的军事提供了保障;也反映了南诏社会文化与现今云南某些民族文化之间的传承关系以及当时唐、南诏两政权之间的关系。     

The comparative efficacy of two approaches to teaching sixth graders opinion essay writing

Children in sixth grade randomly assigned to a teacher-made writing procedure anchored in the self-regulated strategy development (SRSD) model and training procedures were predicted to surpass children assigned to the comparison condition on dependent measures of writing clarity, organization, and cogency. The prediction was generally substantiated. The results suggest that the rate of change among individual children in the SRSD condition was faster than among children in the comparison condition on measures of clarity and organization. On the measure of cogency, findings showed that the rate of change among individuals in the SRSD condition compared to the comparison condition approached but did not reach statistical significance. Variance in growth parameters on the measure of writing clarity was statistically significant; however on the measure of organization, there was no substantive variation in individual growth parameters. Social validity data from all the children and teachers indicated the training was well received. The results are taken to support the efficacy of the SRSD model and training procedures.     

思辨能力与英语读写衔接

本文从思辨能力的界定和研究综述出发,以英语专业的阅读与写作的教学为例,深入探讨了英语专业学生思辨能力的界定和理据、目前存在的问题及思辨能力与读写衔接问题。这不仅对于英语专业,对于其他专业学生也有较大的借鉴意义及应用价值。     

中西思维模式差异之于英语写作上的映射

写作是一个复杂的思维过程,是语言与思维相互作用的一个结果,因而培养英语思维意识是提高英语写作之基。对此重点分析了中西思维模式的差异及在英语写作上的映射并提出对教学的几点启示。     

汉语思维对英语写作的影响

研究发现偏向于汉语思维的学生组和偏向于英语思维的学生组在英语写作上存在显著差异,并且汉语思维对英语写作的负面影响大于其正面影响。