基于建构主义理论的“三分式”写作教学模式——以扬州大学文学院写作类课程教学为例  

The Writing Teaching Mode of“Three Distinctions”Based on Constructivist Theory——Taking the Teaching of Writing Courses in College of Liberal Arts at Yangzhou University as An Example

作　　者：施秋香[1] 孙永良[1] Shi Qiuxiang;Sun Yongliang(Yangzhou University,Yangzhou,Jiangsu,225003)

机构地区：[1]扬州大学文学院,江苏扬州225003

出　　处：《语文学刊》2024年第6期19-24,共6页Journal of Language and Literature Studies

摘　　要：文章以建构主义为理论指导,从整体设计和以人为本的角度,全方位建构“课程分层设置”“学生分类指导”“实践分级推进”的“三分式”写作教学模式。其具有明显的特点:全局性整体性的课程设置分层铺设,个性化人性化的学生指导分类实施,专业性针对性的实践训练分级推进,课堂教学方式灵活,写作训练平台多样,写作能力考查多维。“三分式”写作课程教学模式以全局性、系统化、连贯性的建构特色,打通本科四年写作实践的脉络流通,逐层逐级、步步深化地提升学生的写作技能。同时,还要在重塑师生角色定位和更新课程考核机制等方面不断完善,确保“三分式”写作课程教学模式的可持续发展。The writing teaching mode of“Three Distinctions”is guided by the theory of constructivism.It is constructed from the perspective of holistic design and people-oriented approach.The mode includes three parts:“stratification of curriculum design”,“classification of guidance for students”and“graded promotion of practice”.It has obvious characteristics:a global and holistic curriculum layering,personalized and humanized student guidance classification implementation,professional and targeted practice training grading promotion,flexible classroom teaching methods,diverse writing training platforms,and multidimensional writing ability assessment.This writing teaching mode is characterized by a global,systematic,and coherent construction,which connects the circulation of the four-year writing practice of undergraduate students and deepens students'writing skills step by step.At the same time,continuous improvement should be made in reshaping the role positioning of teachers and students and updating the curriculum assessment mechanism to ensure the sustainable development of this writing teaching mode.

关 键 词：建构主义 写作课程 分层 分类 分级 

分 类 号：H152[语言文字—汉语]