【作者基本信息】 首都师范大学， 学科教学， 2017， 硕士
【Abstract】 In the Chinese examination, writing takes up the highest score. At present, writing would take up60-score in the Chinese examination with a150-score value during the College entrance examination; in other words, writing can occupy nearly50%of the score in the Chinese examination. Zhigong Zhang-one of the most famous educationalists once said, Chinese education can be regarded as one of the most difficult program in general education. Likewise, writing teaching can be regarded as one of the most difficult program in Chinese education. In other words, writing teaching in Chinese education is extremely difficult within those existing difficulties. This difficult issue always remains unsolved. Students are always confused in terms of how to describe the content of writing. What’s more, they cannot realize what the correct illustration for a good writing is. As it has been proofed, the success of Chinese teaching is based on the premise whether writing teaching can be tackled. As a important part of Chinese subject, how a Chinese teacher design and conduct the writing teaching? This paper mainly use the method of narrative research, choosing a Chinese Superfine Teacher(teacher Fan) of one Experimental and Leading Model School as the research object, using a semester time overall and deep into the Chinese Superfine Teacher’s class、office and her inner world. My Dissertation through the participate in the research situation, deep and detailed observations, objective data collection, into the whole teaching class and composition teaching ideas of research object——Teacher Fan. Dissertation shows the Chinese Superfine Teacher Fan’s composition teaching idea, trying to produce some enlightenment to other Chinese teacher in the thesis teaching.
- 【网络出版投稿人】 首都师范大学