語言文學畢業(yè)論文-作文個性化之我見

語言文學畢業(yè)論文-作文個性化之我見

摘   要

作文承載著人文教育功能，是學生語文素養(yǎng)的綜合體現(xiàn)，同時也展示了1個學生的內(nèi)心世界與個性特征。因此，教師要高度重視學生高尚的情感態(tài)度與價值觀的培養(yǎng)與引導。作文個性化是學生作文或教師作文教學從非個性色彩的統(tǒng)1化、模式化向個性色彩的個性化、多元化轉化的過程。我國的中學作文教學普遍存在命題模式化、價值取向統(tǒng)1化、指導方法技術化、作文評價冷漠化以及作文訓練數(shù)量化5大問題。針對這種情況，本文首先說明作文個性化的性質與意義，再從中學作文教學的弊端入手，分析這些弊端出現(xiàn)的原因。論文提出作文個性化是社會發(fā)展的必然趨勢，是作文教學改革的必然，同時探討作文個性化教學方法的具體實施。
關鍵詞：個性化；作文個性化；作文個性化教學
 

ABSTRACT

Composition teaching, which possesses the human studies function, stands for the students’ Chinese accomplishment, innermost feelings and individual characters. Therefore, a teacher should pay much attention to not only the students’ noble sentiments, but also the concepts of value. The development of individual composition is the transmission from unit and pattern compositions to individual ones. At present, there are five problems in middle school composition teaching in China. Those are pattern subject, the unity of value orientation, skillful direction and unconcerned comment. This thesis firstly explains the value of individualizing composition, secondly analyzes the reasons why there are still abuse in middle school composition teaching. It is pointed out that individuality is the inevitable tendency of society development and composition teaching revolution. This thesis also explores the teaching practice of individualizing the composition teaching.
Key words: Individuality; Individualize the Composition;
Individualize the Composition Teaching

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