基于地域文化资源的藏族初中汉语写作教学探索——以《“押架”：如何让文章更具体》为例

创新创业理论研究与实践 ›› 2020, Vol. 3 ›› Issue (20): 54-57.

基于地域文化资源的藏族初中汉语写作教学探索——以《“押架”：如何让文章更具体》为例

刘婧妤, 林晖

广州大学,广东广州 510006

出版日期:2020-10-25 发布日期:2021-03-15
通讯作者: 林晖（1968-）,女,广东潮州人,本科,副教授,研究方向：语文课程与教学研究、教师教育,通讯邮箱：linhui@gzhu.edu.cn。
作者简介:刘婧妤（1998-）,女,湖北随州人,本科 ,研究方向：语文教育教学。
基金资助:
广东省本科高校高等教育教学改革项目“地域特色文化与师范生教育实践融合新模式构建与应用”（粤高教函[2018] 1号）

Exploration of the Teaching of Chinese Writing in Tibetan Junior Middle Schools based on Regional Cultural Resources—— Take “Yajia: How to Make An Article More Specific" as An Example

LIU Jingyu, LIN Hui

Guangzhou University,Guangzhou Guangdong,510006, China

Online:2020-10-25 Published:2021-03-15

摘要/Abstract

摘要： 汉语是西藏义务教育阶段最重要的基础学习内容之一,其中汉语写作最能考查学生对汉语的掌握情况,它集中体现了学生运用语言的综合能力。该文基于地域文化资源,采用“共生写作教学法”,将独特的藏文化融入初中课堂汉语写作教学中,从共生、共用、共享三个角度构建适用于藏区的写作教学模型,可解决藏族学生汉语基础薄弱,学习动力不足,教师教学方式传统僵化等问题。

关键词: 地域文化资源, 藏族, 汉语写作, 共生写作教学

Abstract: Chinese is one of the most important basic contents in Tibet's compulsory education. Chinese writing can best examine students' mastery of Chinese, and it embodies the comprehensive ability of students to use language. Based on regional cultural resources, this article adopts the “Symbiotic Writing Teaching Method ”to integrate the unique Tibetan culture in to the Chinese writing teaching in junior high school classrooms, and constructs a writing teaching model suitable for Tibetan areas from the three perspectives of symbiosis ,which can solve Tibetan students Weak Chinese foundation, lack of motivation to learn, and traditional rigid teaching methods of teachers.

Key words: Regional cultural resources, Tibetan, Chinese writing, Symbiotic writing teaching

中图分类号:

G633.34

刘婧妤, 林晖. 基于地域文化资源的藏族初中汉语写作教学探索——以《“押架”：如何让文章更具体》为例[J]. 创新创业理论研究与实践, 2020, 3(20): 54-57.

LIU Jingyu, LIN Hui. Exploration of the Teaching of Chinese Writing in Tibetan Junior Middle Schools based on Regional Cultural Resources—— Take “Yajia: How to Make An Article More Specific" as An Example[J]. The Theory and Practice of Innovation and Enntrepreneurship, 2020, 3(20): 54-57.