Generation of high-quality questions and aesthetic creation in authentic contexts
真实情境下的高质量问题生成与审美创造

摘要

本研究采用课堂行动研究法，以临沂第二十三中学四个教学班为实践对象，以中考作文真题为载体，紧扣《语文课程标准（2022年版）》审美创造育人要求，针对写作课堂，首先设计了点面结合刻画人物、捕捉高光细节、三阶思辨提问、多元感官联动的四类高质量问题生成路径。然后通过创设真实生活情境、组织深度阅读体验、运用分层高阶问题引导、开展当堂写作实训等方法，探索了情境设问与写作审美创造融合的教学实施策略。实践表明，该教学模式能够有效唤醒学生生活感知、习得表达技巧、提升写作能力与综合审美素养。PTA（基本要素分析）量表评价显示，学生在提问主动性与审美创造维度分别提升28.6%和32.7%，问卷调查中93.3%的学生表示写作畏难情绪明显减轻。本研究既丰富了中学语文情境教学、问题导学与审美教育相融的理论体系，也为一线语文写作教学提质、落实学科核心素养提供了可复制、可推广的实践范式。

Abstract

Adopting classroom action research, this study takes four teaching classes of Linyi No.23 Middle School as research objects, and takes the real questions of senior high school entrance examination writing prompts as the carrier for writing classes, complies with the aesthetic cultivation and creation requirements put forward in the Compulsory Education Chinese Curriculum Standards (2022 Edition), we first design four generation paths of high-quality questions for writing teaching, namely depicting characters with combination of panoramic and partial perspectives, capturing highlight details, three-order speculative questioning, and multi-sensory linkage. Then, the strategies are implemented through four core teaching approaches such as building real and vivid daily life learning scenarios, organizing immersive and intensive reading experience activities, developing high-level hierarchical guiding questions, implementing targeted in-class writing training exercises, and so on. The teaching practice has shown that this teaching model can effectively awaken students’ perception of life, acquire expression skills, enhance their writing ability and comprehensive aesthetic literacy. PTA(Primary Trait Analysis) scale evaluation results show that students’ initiative in questioning and aesthetic creation ability increased by 28.6% and 32.7% respectively, and 93.3% of students in questionnaires reported obvious relief of writing anxiety. This research further enriches and improves the theoretical system integrating situational teaching, problem-driven learning and aesthetic education in middle school Chinese discipline. Meanwhile, it provides operable and replicable practical references for grassroots Chinese teachers to optimize writing teaching efficiency and fulfill the fundamental goal of cultivating students’ core Chinese literacy.