初中生写作兴趣培养研究

初中生写作兴趣培养研究

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1、中图分类号:G633单位代码:10231学号:2015301118--初中生写作兴趣培养研究学科专业:学科教学(语文)研究方向:写作教学作者姓名:张昕莉指导教师:印文霞副教授哈尔滨师范大学二〇一八年六月中图分类号:G633单位代码:10231学号:2015301118硕士学位论文初中生写作兴趣培养研究硕士研究生:张昕莉导师:印文霞副教授学科专业:学科教学(语文)答辩日期:2018年6月授予学位单位:哈尔滨师范大学AThesisSubmittedfortheDegreeofMasterSTUDYONTHECULTI

2、VATIONOFJUNIORMIDDLESCHOOLSTUDENTS'WRITINGINTERESTCandidate:ZhangXinliSupervisor:professorYinWenxiaSpeciality:SubjectTeaching﹒ChineseDateofDefence:June,2018Degree-Conferring-Institution:HarbinNormalUniversity目录目录摘要·············································

3、···················································IAbstract·····························································································II第一章绪论·······················································································1一、研究缘起·····

4、···············································································1二、研究现状····················································································2三、研究方法··················································································

5、··4(一)文献研究法···········································································4(二)调查研究法···········································································4(三)案例分析法···········································································4第二章初

6、中生写作兴趣的界定及理论依据···············································5一、写作兴趣概念界定········································································5(一)兴趣·····················································································5(二)写作兴趣················

7、·······························································5二、培养初中生写作兴趣的理论依据······················································6(一)罗杰斯人本主义思想对写作教学的应用·······································6(二)马斯洛需要层次理论对写作教学的应用·······································6(三)布

8、鲁纳的发现学习理论对写作教学的应用····································7三、初中写作教学三维目标··································································7(一)知识与能力··············································

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