摘要
作为通识教育基石的通识写作课,不仅致力于提升学习者的写作素养,还关注写作产生的过程,即发现、研究和解决问题的过程,并通过教学手段和方法的运用将这一过程聚焦于学习者积极的自身经验,以期达到培养写作思维和习惯的目的。据此提出的“过程性写作”教学法,正是在总结教学实践经验的基础上,对话国内外过程写作理念和前沿理论,尝试从教师角色、教学流程、干预手段和理论反思方面,建立全过程写作课独特的教学理念和育人路径,以期为以写作课为代表的学习者主体化课堂提供可能的新思路。
General writing courses,as the cornerstone of general education,aim not only to enhance learners' writing proficiency but also to focus on the process of writing.The“process-oriented writing”pedagogy aims to transform this process into an active personal experience for the learners,with the goal of cultivating their writing thinking habits.Based on a summary of teaching practices and dialogue with cutting-edge theories,this pedagogy establishes unique teaching principles and educational paths for whole-process writing courses from the perspectives of teachers' roles,teaching processes,intervention methods,and theoretical reflections,therefore,it provides provides new insights into learner-centered classrooms represented by writing courses.
作者
严程
Yan Cheng(Tsinghua University)
出处
《写作》
2023年第5期107-114,共8页
Writing
基金
清华大学本科教改项目“过程性写作教学法研究”资助(项目编号:ZY01_01)。
关键词
写作课
过程性写作
教学法
仪式过程
Writing Courses
Process-oriented writing
Pedagogy
Ritual Process.
