Current Views: 386724
Current Downloads: 446163
Education Study
ISSN Print:2707-0611
ISSN Online:2707-062X
Contact Editorial Office
Subscribe to the latest published information from SCISCAN
从文本解码到写作编码：新课标视域下初中回忆性散文写作教学研究
From Textual Decoding to Writing Encoding: A Study on Teaching Reminiscent Prose Writing in Junior High Schools Under the 2022 Chinese Curriculum Standards
- Authors: 张新星
-
Information:
上海市建平中学西校，上海
- Keywords: Reminiscent prose; Dual narrative perspectives; Object-mediated emotional expression; Writing instruction 回忆性散文；双重叙述视角；借物抒怀；写作教学
- Abstract: The Compulsory Education Chinese Curriculum Standards (2022 Edition) emphasizes the importance of authentic experiences in writing. The dual narrative perspectives and object-mediated emotional expression in reminiscent prose provide effective pathways for junior high school students to articulate emotions and develop critical thinking. Grounded in the requirements of the new curriculum standards, this study systematically examines the interplay between the “past self ” and “present self ” in classic texts such as Back View and Remembrance of Autumn, alongside the emotional encoding logic of symbolic objects. Key findings reveal that dual narrative perspectives construct multidimensional cognitive tension through temporal-spatial layering and emotional paradoxes, while object-mediated expression transforms personal memories into literary metaphors via material symbolism. Integrating pedagogical practices, the study proposes operational strategies, including graded writing training, to help students overcome cliched themes and overly explicit emotional expression. This research offers theoretical and practical insights into integrating reading and writing instruction under the new curriculum framework, highlighting the transformative value of shifting reminiscent prose teaching from textual analysis to authentic self-expression. 2022年版《义务教育语文课程标准》强调写作应立足真实体验，回忆性散文的双重叙述视角与借物抒怀手法，为初中生情感表达与思维发展提供了有效路径。本文基于新课标要求，以《背影》《秋天的怀念》等经典文本为范例，系统剖析回忆性散文中“过去的我”与“现在的我”的视角交织机制，以及物象符号的情感编码逻辑。研究发现：双重叙述视角通过时空折叠与情感悖论书写，能够构建多维度认知张力；借物抒怀则借助物象描摹，实现个体记忆向文学隐喻的转化。结合教学实践，提出操作性策略，通过梯度化写作训练，助力学生突破题材同质化、情感直白化等困境。论文为新课标背景下散文读写融合教学提供了理论与实践探索，揭示了回忆性散文教学从单纯的文本解析转向个体表达的深层价值。
- DOI: https://doi.org/10.35534/es.0702036
- Cite: 张新星．从文本解码到写作编码：新课标视域下初中回忆性散文写作教学研究［J］．教育研讨，2025，7（2）：180-185．
