導語：如何才(cai)能(neng)寫好一篇(pian)社會現象議論文(wen)，這就(jiu)需(xu)要(yao)搜集(ji)整(zheng)理更多的資料和文(wen)獻，歡迎閱讀由公務員之家整(zheng)理的十篇(pian)范文(wen)，供(gong)你(ni)借鑒。

篇1

20世紀80年(nian)代我國(guo)開(kai)始(shi)實(shi)施改革開(kai)放，隨(sui)后我國(guo)的(de)(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)業化進(jin)程和城市(shi)化進(jin)程不斷加快，越來越多(duo)的(de)(de)(de)(de)(de)(de)(de)農(nong)(nong)村剩余勞動力開(kai)始(shi)脫離土地，走出(chu)農(nong)(nong)村，走進(jin)城市(shi)。當前，我國(guo)農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)(de)(de)總數量(liang)達到(dao)(dao)(dao)2億之多(duo)。這(zhe)些進(jin)城農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)，由傳統農(nong)(nong)業部(bu)門進(jin)入(ru)現(xian)(xian)(xian)代工(gong)(gong)(gong)(gong)(gong)(gong)業部(bu)門就業的(de)(de)(de)(de)(de)(de)(de)過程中，工(gong)(gong)(gong)(gong)(gong)(gong)業社(she)會(hui)化大生產中存(cun)在的(de)(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)傷(shang)、失業、疾(ji)病等(deng)各(ge)種(zhong)社(she)會(hui)化風(feng)險(xian)(xian)(xian)(xian)決定(ding)了(le)(le)他們亟需(xu)(xu)完(wan)備的(de)(de)(de)(de)(de)(de)(de)社(she)會(hui)保(bao)險(xian)(xian)(xian)(xian)制度實(shi)現(xian)(xian)(xian)風(feng)險(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)分(fen)散。雖(sui)然(ran)這(zhe)些年(nian)來國(guo)家(jia)出(chu)臺了(le)(le)一(yi)系列法律和政策(ce)有(you)效(xiao)地分(fen)散了(le)(le)農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)(de)(de)各(ge)種(zhong)社(she)會(hui)化風(feng)險(xian)(xian)(xian)(xian)，對(dui)改善農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)生存(cun)與(yu)(yu)發展(zhan)(zhan)狀(zhuang)況起了(le)(le)重要(yao)的(de)(de)(de)(de)(de)(de)(de)推進(jin)作用。然(ran)而，大量(liang)調查顯示，農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)(de)(de)社(she)會(hui)保(bao)險(xian)(xian)(xian)(xian)現(xian)(xian)(xian)狀(zhuang)仍然(ran)不容樂觀，參(can)保(bao)率低、退(tui)保(bao)現(xian)(xian)(xian)象頻頻發生，卻沒有(you)適(shi)合農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)群體特點的(de)(de)(de)(de)(de)(de)(de)社(she)會(hui)保(bao)險(xian)(xian)(xian)(xian)政策(ce)分(fen)散各(ge)種(zhong)社(she)會(hui)風(feng)險(xian)(xian)(xian)(xian)。造成了(le)(le)農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)對(dui)社(she)會(hui)保(bao)險(xian)(xian)(xian)(xian)需(xu)(xu)求與(yu)(yu)政府供給(gei)之間(jian)的(de)(de)(de)(de)(de)(de)(de)矛盾與(yu)(yu)差距。因此，研究農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)(de)(de)社(she)會(hui)保(bao)險(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)需(xu)(xu)求與(yu)(yu)供給(gei)問題顯得尤(you)為迫切，它(ta)直接關(guan)系到(dao)(dao)(dao)這(zhe)一(yi)群體的(de)(de)(de)(de)(de)(de)(de)生存(cun)與(yu)(yu)發展(zhan)(zhan)，關(guan)系到(dao)(dao)(dao)他們的(de)(de)(de)(de)(de)(de)(de)成長與(yu)(yu)前途，關(guan)系到(dao)(dao)(dao)社(she)會(hui)的(de)(de)(de)(de)(de)(de)(de)穩定(ding)與(yu)(yu)和諧(xie)。農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)社(she)會(hui)保(bao)險(xian)(xian)(xian)(xian)需(xu)(xu)求與(yu)(yu)供給(gei)的(de)(de)(de)(de)(de)(de)(de)研究，從宏(hong)觀上來看，關(guan)系到(dao)(dao)(dao)社(she)會(hui)的(de)(de)(de)(de)(de)(de)(de)穩定(ding)與(yu)(yu)和諧(xie)，關(guan)系到(dao)(dao)(dao)農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)(de)(de)城市(shi)化進(jin)程；從微觀上來看，直接關(guan)系到(dao)(dao)(dao)農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)(de)(de)生存(cun)與(yu)(yu)發展(zhan)(zhan)狀(zhuang)況。本研究對(dui)農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)(de)(de)社(she)會(hui)保(bao)險(xian)(xian)(xian)(xian)需(xu)(xu)求與(yu)(yu)供給(gei)進(jin)行研究，力圖為解決農(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)社(she)會(hui)保(bao)險(xian)(xian)(xian)(xian)現(xian)(xian)(xian)存(cun)的(de)(de)(de)(de)(de)(de)(de)問題提(ti)供一(yi)種(zhong)新(xin)的(de)(de)(de)(de)(de)(de)(de)思路，這(zhe)一(yi)研究無疑具有(you)重要(yao)的(de)(de)(de)(de)(de)(de)(de)現(xian)(xian)(xian)實(shi)意(yi)義。

二、城鄉一體化背景下農民工社會保(bao)險(xian)調查概(gai)況

（一(yi)）調查目(mu)(mu)的(de)(de)。本次調查的(de)(de)主要(yao)目(mu)(mu)的(de)(de)在于對目(mu)(mu)前農民(min)工社(she)會(hui)保(bao)(bao)(bao)險需(xu)求與供給現(xian)狀有一(yi)個較為全面的(de)(de)了解。需(xu)求層面主要(yao)包括農民(min)工社(she)會(hui)保(bao)(bao)(bao)險的(de)(de)參(can)保(bao)(bao)(bao)情況，對社(she)會(hui)保(bao)(bao)(bao)險的(de)(de)了解程(cheng)(cheng)度(du)(du)、需(xu)要(yao)程(cheng)(cheng)度(du)(du)，對現(xian)行政(zheng)策的(de)(de)滿意(yi)程(cheng)(cheng)度(du)(du)、意(yi)見和建議等(deng)方面。供給層面主要(yao)包括政(zheng)府機構、社(she)保(bao)(bao)(bao)機構、企事(shi)業單位等(deng)用人機構在社(she)會(hui)保(bao)(bao)(bao)險供給上所取得(de)的(de)(de)成績(ji)、相關的(de)(de)制度(du)(du)與措施，存(cun)在的(de)(de)問(wen)題與困(kun)難等(deng)。

（二）調(diao)(diao)查對(dui)象。本次調(diao)(diao)查主要采用問卷(juan)調(diao)(diao)查與(yu)深度訪(fang)談相(xiang)結合的(de)形(xing)式。研究小組成員(yuan)對(dui)宜昌市制造業(ye)(ye)、建筑(zhu)業(ye)(ye)、服務業(ye)(ye)的(de)農(nong)民工(gong)(gong)進(jin)行了隨(sui)機抽樣調(diao)(diao)查，共發放(fang)問卷(juan)207份(fen)(fen)，其中回收有(you)效問卷(juan)193份(fen)(fen)。受(shou)調(diao)(diao)查對(dui)象中，男性(xing)占(zhan)75.6%，女性(xing)占(zhan)24.4%，年齡在(zai)18歲至(zhi)55歲之間。從(cong)行業(ye)(ye)分布情況來看，建筑(zhu)業(ye)(ye)領域農(nong)民工(gong)(gong)居多。受(shou)調(diao)(diao)查對(dui)象的(de)學(xue)歷主要集中在(zai)小學(xue)及(ji)以下，初中兩個層(ceng)次。

（三）調查內(nei)容。調查問卷共設計五(wu)(wu)十個問題，內(nei)容分(fen)為(wei)基本信息方(fang)面(mian)(mian)(mian)(mian)，如年齡、性(xing)別、行業(ye)、婚姻、受教(jiao)育(yu)情況等，和社(she)會(hui)保(bao)(bao)險需求(qiu)方(fang)面(mian)(mian)(mian)(mian)、供給現(xian)狀(zhuang)方(fang)面(mian)(mian)(mian)(mian)。社(she)會(hui)保(bao)(bao)險需求(qiu)與供給現(xian)狀(zhuang)根據社(she)會(hui)保(bao)(bao)險種(zhong)類分(fen)為(wei)五(wu)(wu)個部分(fen)：養老社(she)會(hui)保(bao)(bao)險方(fang)面(mian)(mian)(mian)(mian)，醫療社(she)會(hui)保(bao)(bao)險方(fang)面(mian)(mian)(mian)(mian)，工傷保(bao)(bao)險方(fang)面(mian)(mian)(mian)(mian)，失業(ye)保(bao)(bao)險方(fang)面(mian)(mian)(mian)(mian)，生育(yu)保(bao)(bao)險方(fang)面(mian)(mian)(mian)(mian)。從(cong)五(wu)(wu)個險種(zhong)分(fen)別考察農民工對每(mei)種(zhong)保(bao)(bao)險的了解情況，需要(yao)程度(du)，參保(bao)(bao)現(xian)狀(zhuang)，政策滿意程度(du)，意見和建議等。

三、城鄉一體化背景下農民(min)工社(she)會保險需求狀況與影響(xiang)因(yin)素

（一）需(xu)(xu)(xu)求(qiu)(qiu)狀況。從五種(zhong)社會(hui)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)總(zong)體來看，農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)對(dui)(dui)五種(zhong)社會(hui)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)重(zhong)(zhong)(zhong)視程度(du)(du)各不相同(tong)(tong)。37.3%的(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)認(ren)(ren)(ren)為(wei)養(yang)(yang)老(lao)(lao)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)最(zui)(zui)重(zhong)(zhong)(zhong)要(yao)(yao)(yao)，32.6%的(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)選擇醫療(liao)(liao)(liao)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)更(geng)重(zhong)(zhong)(zhong)要(yao)(yao)(yao)，20.2%的(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)表(biao)(biao)(biao)(biao)示(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)傷保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)最(zui)(zui)重(zhong)(zhong)(zhong)要(yao)(yao)(yao)，而(er)選擇失業(ye)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)和(he)(he)(he)(he)生(sheng)(sheng)育(yu)(yu)(yu)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)最(zui)(zui)重(zhong)(zhong)(zhong)要(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)分別占(zhan)(zhan)4.7%和(he)(he)(he)(he)5.2%。而(er)單(dan)獨考察每一種(zhong)社會(hui)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)，在養(yang)(yang)老(lao)(lao)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)方(fang)(fang)面(mian)，農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)對(dui)(dui)其(qi)需(xu)(xu)(xu)求(qiu)(qiu)強烈(lie)，有(you)(you)(you)73.8%的(de)(de)(de)(de)(de)(de)受(shou)(shou)(shou)調查(cha)(cha)者明確(que)表(biao)(biao)(biao)(biao)示(shi)(shi)(shi)需(xu)(xu)(xu)要(yao)(yao)(yao)或者非(fei)常(chang)需(xu)(xu)(xu)要(yao)(yao)(yao)養(yang)(yang)老(lao)(lao)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)，只有(you)(you)(you)11%的(de)(de)(de)(de)(de)(de)受(shou)(shou)(shou)調查(cha)(cha)者認(ren)(ren)(ren)為(wei)不需(xu)(xu)(xu)要(yao)(yao)(yao)養(yang)(yang)老(lao)(lao)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)；而(er)且(qie)絕大(da)多(duo)數受(shou)(shou)(shou)調查(cha)(cha)者對(dui)(dui)養(yang)(yang)老(lao)(lao)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)提出(chu)了(le)更(geng)高層(ceng)次(ci)的(de)(de)(de)(de)(de)(de)要(yao)(yao)(yao)求(qiu)(qiu)，主要(yao)(yao)(yao)表(biao)(biao)(biao)(biao)現在提高現行養(yang)(yang)老(lao)(lao)金水平(ping)(ping)和(he)(he)(he)(he)降低領取(qu)養(yang)(yang)老(lao)(lao)金的(de)(de)(de)(de)(de)(de)繳費(fei)年限(xian)(xian)兩(liang)個方(fang)(fang)面(mian)。72.5%的(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)表(biao)(biao)(biao)(biao)示(shi)(shi)(shi)愿意多(duo)繳納費(fei)用(yong)以提高現行養(yang)(yang)老(lao)(lao)金水平(ping)(ping)，28.3%的(de)(de)(de)(de)(de)(de)受(shou)(shou)(shou)調查(cha)(cha)者明確(que)指出(chu)國(guo)家(jia)需(xu)(xu)(xu)要(yao)(yao)(yao)改進(jin)養(yang)(yang)老(lao)(lao)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)金水平(ping)(ping)；34.2%的(de)(de)(de)(de)(de)(de)受(shou)(shou)(shou)調查(cha)(cha)者認(ren)(ren)(ren)為(wei)領取(qu)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)金繳費(fei)年限(xian)(xian)太長是參加(jia)養(yang)(yang)老(lao)(lao)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)最(zui)(zui)大(da)的(de)(de)(de)(de)(de)(de)障礙，同(tong)(tong)時(shi)30.5%的(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)表(biao)(biao)(biao)(biao)示(shi)(shi)(shi)國(guo)家(jia)需(xu)(xu)(xu)要(yao)(yao)(yao)改進(jin)養(yang)(yang)老(lao)(lao)金繳費(fei)年限(xian)(xian)。醫療(liao)(liao)(liao)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)方(fang)(fang)面(mian)，農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)對(dui)(dui)其(qi)訴求(qiu)(qiu)也(ye)非(fei)常(chang)強烈(lie)，78.8%的(de)(de)(de)(de)(de)(de)受(shou)(shou)(shou)調查(cha)(cha)者認(ren)(ren)(ren)為(wei)需(xu)(xu)(xu)要(yao)(yao)(yao)或非(fei)常(chang)需(xu)(xu)(xu)要(yao)(yao)(yao)醫療(liao)(liao)(liao)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)，僅僅只有(you)(you)(you)2.1%的(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)明確(que)表(biao)(biao)(biao)(biao)示(shi)(shi)(shi)不需(xu)(xu)(xu)要(yao)(yao)(yao)醫療(liao)(liao)(liao)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)。而(er)當被問及生(sheng)(sheng)病時(shi)會(hui)采取(qu)的(de)(de)(de)(de)(de)(de)措施，有(you)(you)(you)40.9%的(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)選擇會(hui)立即上(shang)正規醫院(yuan)檢查(cha)(cha)、治療(liao)(liao)(liao)；選擇去街頭小醫院(yuan)、私人(ren)診所，自己去藥(yao)店買藥(yao)，不到萬不得已(yi)不去醫院(yuan)的(de)(de)(de)(de)(de)(de)比例分別占(zhan)(zhan)18.1%、33.7%、7.3%。另外，受(shou)(shou)(shou)調查(cha)(cha)者對(dui)(dui)簡(jian)化(hua)報銷(xiao)手續，增(zeng)加(jia)醫保(bao)(bao)(bao)(bao)(bao)(bao)范(fan)圍(wei)內藥(yao)品(pin)(pin)種(zhong)類提出(chu)了(le)較為(wei)強烈(lie)的(de)(de)(de)(de)(de)(de)需(xu)(xu)(xu)求(qiu)(qiu)，79.9%的(de)(de)(de)(de)(de)(de)受(shou)(shou)(shou)調查(cha)(cha)者認(ren)(ren)(ren)為(wei)需(xu)(xu)(xu)要(yao)(yao)(yao)改進(jin)現行醫保(bao)(bao)(bao)(bao)(bao)(bao)制度(du)(du)關(guan)于這(zhe)方(fang)(fang)面(mian)的(de)(de)(de)(de)(de)(de)內容。農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)對(dui)(dui)工(gong)(gong)(gong)(gong)(gong)(gong)傷保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)需(xu)(xu)(xu)求(qiu)(qiu)程度(du)(du)就更(geng)為(wei)強烈(lie)，81.9%的(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)都需(xu)(xu)(xu)要(yao)(yao)(yao)或非(fei)常(chang)需(xu)(xu)(xu)要(yao)(yao)(yao)工(gong)(gong)(gong)(gong)(gong)(gong)傷保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)；其(qi)次(ci)就是對(dui)(dui)簡(jian)化(hua)工(gong)(gong)(gong)(gong)(gong)(gong)傷保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)報銷(xiao)程序的(de)(de)(de)(de)(de)(de)需(xu)(xu)(xu)求(qiu)(qiu)較強，占(zhan)(zhan)到了(le)60.7%。同(tong)(tong)時(shi)59.0%的(de)(de)(de)(de)(de)(de)受(shou)(shou)(shou)調查(cha)(cha)者希(xi)望(wang)擴大(da)工(gong)(gong)(gong)(gong)(gong)(gong)傷保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)保(bao)(bao)(bao)(bao)(bao)(bao)障范(fan)圍(wei)和(he)(he)(he)(he)保(bao)(bao)(bao)(bao)(bao)(bao)障人(ren)群，使(shi)(shi)更(geng)多(duo)的(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)受(shou)(shou)(shou)益。相對(dui)(dui)于前三種(zhong)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)，農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)失業(ye)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)和(he)(he)(he)(he)生(sheng)(sheng)育(yu)(yu)(yu)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)方(fang)(fang)面(mian)的(de)(de)(de)(de)(de)(de)需(xu)(xu)(xu)要(yao)(yao)(yao)程度(du)(du)較低，明確(que)表(biao)(biao)(biao)(biao)示(shi)(shi)(shi)需(xu)(xu)(xu)要(yao)(yao)(yao)或非(fei)常(chang)需(xu)(xu)(xu)要(yao)(yao)(yao)這(zhe)兩(liang)種(zhong)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)受(shou)(shou)(shou)調查(cha)(cha)者分別占(zhan)(zhan)63.2%，52.3%，認(ren)(ren)(ren)為(wei)不需(xu)(xu)(xu)要(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)占(zhan)(zhan)19.2%和(he)(he)(he)(he)20.2%。在失業(ye)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)方(fang)(fang)面(mian)，41.4%的(de)(de)(de)(de)(de)(de)受(shou)(shou)(shou)調查(cha)(cha)者認(ren)(ren)(ren)為(wei)失業(ye)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)補貼比率低，32.3%的(de)(de)(de)(de)(de)(de)受(shou)(shou)(shou)調查(cha)(cha)者希(xi)望(wang)可以提高失業(ye)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)給付金額度(du)(du)。而(er)在生(sheng)(sheng)育(yu)(yu)(yu)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)方(fang)(fang)面(mian)，64.8%的(de)(de)(de)(de)(de)(de)受(shou)(shou)(shou)調查(cha)(cha)者表(biao)(biao)(biao)(biao)示(shi)(shi)(shi)生(sheng)(sheng)育(yu)(yu)(yu)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)產假達(da)到需(xu)(xu)(xu)求(qiu)(qiu)，23.4%的(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)希(xi)望(wang)擴大(da)生(sheng)(sheng)育(yu)(yu)(yu)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)就醫規定(ding)范(fan)圍(wei)內的(de)(de)(de)(de)(de)(de)藥(yao)品(pin)(pin)、醫療(liao)(liao)(liao)服務設施，20.9%的(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)希(xi)望(wang)擴大(da)生(sheng)(sheng)育(yu)(yu)(yu)保(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)覆蓋范(fan)圍(wei)，使(shi)(shi)更(geng)多(duo)人(ren)受(shou)(shou)(shou)益。

（二）影(ying)(ying)響(xiang)(xiang)(xiang)(xiang)因素(su)分(fen)(fen)析(xi)。通過(guo)調(diao)(diao)(diao)(diao)(diao)(diao)查(cha)(cha)(cha)和(he)分(fen)(fen)析(xi)，影(ying)(ying)響(xiang)(xiang)(xiang)(xiang)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)社會(hui)(hui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)需求(qiu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)因素(su)主要有(you)以(yi)下(xia)幾個方(fang)面(mian)(mian)。第(di)(di)(di)一(yi)，對(dui)(dui)社會(hui)(hui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)了(le)(le)解情況(kuang)(kuang)。在(zai)調(diao)(diao)(diao)(diao)(diao)(diao)查(cha)(cha)(cha)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)過(guo)程(cheng)中(zhong)，我們(men)發現(xian)(xian)不(bu)(bu)少受調(diao)(diao)(diao)(diao)(diao)(diao)查(cha)(cha)(cha)者并(bing)(bing)不(bu)(bu)了(le)(le)解社會(hui)(hui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)或某種(zhong)(zhong)社會(hui)(hui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)，甚至存在(zai)誤(wu)解。調(diao)(diao)(diao)(diao)(diao)(diao)查(cha)(cha)(cha)數據(ju)顯(xian)(xian)(xian)示，只有(you)5.7%的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)表示非常(chang)了(le)(le)解養(yang)(yang)老保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)，7.3%的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)表示非常(chang)了(le)(le)解醫(yi)(yi)療(liao)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)，而(er)對(dui)(dui)于(yu)(yu)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)傷、失(shi)業(ye)(ye)(ye)、生育保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)，僅(jin)有(you)5.7%、4.1%、3.6%的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)受調(diao)(diao)(diao)(diao)(diao)(diao)查(cha)(cha)(cha)者明(ming)確表示非常(chang)了(le)(le)解。相對(dui)(dui)應的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)，受調(diao)(diao)(diao)(diao)(diao)(diao)查(cha)(cha)(cha)者中(zhong)不(bu)(bu)了(le)(le)解或只了(le)(le)解一(yi)點(dian)點(dian)養(yang)(yang)老、醫(yi)(yi)療(liao)、工(gong)(gong)(gong)(gong)(gong)(gong)(gong)傷、失(shi)業(ye)(ye)(ye)、生育保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)分(fen)(fen)別占63.7%、57.5%、58.5%、77.7%、76.7%。農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)對(dui)(dui)社會(hui)(hui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)不(bu)(bu)了(le)(le)解或者誤(wu)解直接大(da)幅(fu)度降(jiang)低(di)了(le)(le)他們(men)對(dui)(dui)社保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)需求(qiu)程(cheng)度，也影(ying)(ying)響(xiang)(xiang)(xiang)(xiang)到(dao)(dao)他們(men)合法(fa)維(wei)護自己的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)權益(yi)。第(di)(di)(di)二，收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)狀(zhuang)(zhuang)況(kuang)(kuang)。收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)是(shi)(shi)影(ying)(ying)響(xiang)(xiang)(xiang)(xiang)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)能力和(he)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)意(yi)愿的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)重要因素(su)。農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)意(yi)愿一(yi)般(ban)與(yu)收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)成正(zheng)(zheng)相關關系(xi),也就是(shi)(shi)說(shuo)收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)越(yue)高(gao),其(qi)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)能力和(he)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)意(yi)愿就越(yue)強。調(diao)(diao)(diao)(diao)(diao)(diao)查(cha)(cha)(cha)發現(xian)(xian)，月(yue)收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)低(di)于(yu)(yu)1000元的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)群(qun)當(dang)(dang)(dang)中(zhong)，有(you)1.0%的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)沒(mei)有(you)參(can)(can)(can)(can)(can)加(jia)任(ren)(ren)何種(zhong)(zhong)類(lei)(lei)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)；月(yue)收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)1001-2000元人(ren)(ren)(ren)(ren)群(qun)當(dang)(dang)(dang)中(zhong)，有(you)5.2%的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)沒(mei)有(you)參(can)(can)(can)(can)(can)加(jia)任(ren)(ren)何種(zhong)(zhong)類(lei)(lei)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)；月(yue)收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)在(zai)2001-3000元的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)群(qun)當(dang)(dang)(dang)中(zhong)，有(you)5.2%的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)沒(mei)有(you)參(can)(can)(can)(can)(can)加(jia)任(ren)(ren)何種(zhong)(zhong)類(lei)(lei)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)；月(yue)收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)在(zai)3001-4000元的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)群(qun)當(dang)(dang)(dang)中(zhong)，有(you)1.6%的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)沒(mei)有(you)參(can)(can)(can)(can)(can)加(jia)任(ren)(ren)何種(zhong)(zhong)類(lei)(lei)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)；月(yue)收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)在(zai)4001-5000元的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)群(qun)當(dang)(dang)(dang)中(zhong)，有(you)3.1%的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)沒(mei)有(you)參(can)(can)(can)(can)(can)加(jia)任(ren)(ren)何種(zhong)(zhong)類(lei)(lei)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)；月(yue)收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)在(zai)5001元及(ji)以(yi)上(shang)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)群(qun)當(dang)(dang)(dang)中(zhong)，有(you)0.5%的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)沒(mei)有(you)參(can)(can)(can)(can)(can)加(jia)任(ren)(ren)何種(zhong)(zhong)類(lei)(lei)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)。由(you)(you)(you)(you)于(yu)(yu)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)之間收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)差距并(bing)(bing)不(bu)(bu)是(shi)(shi)十分(fen)(fen)明(ming)顯(xian)(xian)(xian),因此收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)與(yu)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)意(yi)愿之間的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)正(zheng)(zheng)相關關系(xi)在(zai)我們(men)調(diao)(diao)(diao)(diao)(diao)(diao)查(cha)(cha)(cha)數據(ju)當(dang)(dang)(dang)中(zhong)并(bing)(bing)沒(mei)有(you)明(ming)顯(xian)(xian)(xian)地體現(xian)(xian)出(chu)來。也就是(shi)(shi)說(shuo)。在(zai)收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)相差并(bing)(bing)不(bu)(bu)懸殊的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)情況(kuang)(kuang)下(xia)，收(shou)(shou)(shou)(shou)(shou)(shou)入(ru)對(dui)(dui)于(yu)(yu)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)社會(hui)(hui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)需求(qiu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)影(ying)(ying)響(xiang)(xiang)(xiang)(xiang)并(bing)(bing)不(bu)(bu)是(shi)(shi)特(te)別明(ming)顯(xian)(xian)(xian)。第(di)(di)(di)三，行業(ye)(ye)(ye)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)差異。由(you)(you)(you)(you)于(yu)(yu)不(bu)(bu)同行業(ye)(ye)(ye)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)其(qi)職業(ye)(ye)(ye)穩定性和(he)面(mian)(mian)臨的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)風險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)不(bu)(bu)同，也會(hui)(hui)影(ying)(ying)響(xiang)(xiang)(xiang)(xiang)到(dao)(dao)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)對(dui)(dui)不(bu)(bu)同種(zhong)(zhong)類(lei)(lei)社會(hui)(hui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)需求(qiu)程(cheng)度。建筑業(ye)(ye)(ye)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)由(you)(you)(you)(you)于(yu)(yu)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)作強度大(da)、工(gong)(gong)(gong)(gong)(gong)(gong)(gong)傷風險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)高(gao)，希望(wang)參(can)(can)(can)(can)(can)加(jia)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)傷保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)比例(li)較高(gao)，服務業(ye)(ye)(ye)則相反。用人(ren)(ren)(ren)(ren)單位的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)性質對(dui)(dui)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率(lv)(lv)(lv)(lv)(lv)也有(you)很大(da)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)影(ying)(ying)響(xiang)(xiang)(xiang)(xiang)，一(yi)些(xie)用人(ren)(ren)(ren)(ren)單位會(hui)(hui)主動為農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)購買(mai)社會(hui)(hui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)，大(da)大(da)提高(gao)了(le)(le)社保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率(lv)(lv)(lv)(lv)(lv)。第(di)(di)(di)四，婚(hun)姻狀(zhuang)(zhuang)況(kuang)(kuang)。養(yang)(yang)老保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)方(fang)面(mian)(mian)，已婚(hun)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率(lv)(lv)(lv)(lv)(lv)（67.0%）高(gao)于(yu)(yu)未(wei)婚(hun)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)（49.3%）；醫(yi)(yi)療(liao)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)方(fang)面(mian)(mian)，已婚(hun)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率(lv)(lv)(lv)(lv)(lv)（90.4%）也大(da)幅(fu)度高(gao)于(yu)(yu)未(wei)婚(hun)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)（71.2%）；而(er)在(zai)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)傷、失(shi)業(ye)(ye)(ye)、生育保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)方(fang)面(mian)(mian)婚(hun)姻狀(zhuang)(zhuang)況(kuang)(kuang)對(dui)(dui)于(yu)(yu)社會(hui)(hui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)需求(qiu)狀(zhuang)(zhuang)況(kuang)(kuang)沒(mei)有(you)顯(xian)(xian)(xian)著的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)影(ying)(ying)響(xiang)(xiang)(xiang)(xiang)。第(di)(di)(di)五，工(gong)(gong)(gong)(gong)(gong)(gong)(gong)作穩定性。調(diao)(diao)(diao)(diao)(diao)(diao)查(cha)(cha)(cha)數據(ju)顯(xian)(xian)(xian)示，隨著每年更換工(gong)(gong)(gong)(gong)(gong)(gong)(gong)作的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)頻率(lv)(lv)(lv)(lv)(lv)由(you)(you)(you)(you)1次(ci)(ci)及(ji)以(yi)下(xia)逐(zhu)漸(jian)遞增(zeng)到(dao)(dao)6次(ci)(ci)及(ji)以(yi)上(shang)，受調(diao)(diao)(diao)(diao)(diao)(diao)查(cha)(cha)(cha)者養(yang)(yang)老保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率(lv)(lv)(lv)(lv)(lv)由(you)(you)(you)(you)60.3%逐(zhu)漸(jian)下(xia)降(jiang)到(dao)(dao)6.9%；醫(yi)(yi)療(liao)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率(lv)(lv)(lv)(lv)(lv)由(you)(you)(you)(you)60.2%逐(zhu)漸(jian)下(xia)降(jiang)到(dao)(dao)7.5%；工(gong)(gong)(gong)(gong)(gong)(gong)(gong)傷保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率(lv)(lv)(lv)(lv)(lv)由(you)(you)(you)(you)56.4%逐(zhu)漸(jian)下(xia)降(jiang)到(dao)(dao)12.7%；失(shi)業(ye)(ye)(ye)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率(lv)(lv)(lv)(lv)(lv)由(you)(you)(you)(you)60.5%逐(zhu)漸(jian)下(xia)降(jiang)到(dao)(dao)0%；生育保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率(lv)(lv)(lv)(lv)(lv)由(you)(you)(you)(you)64.9%逐(zhu)漸(jian)下(xia)降(jiang)到(dao)(dao)0%。明(ming)顯(xian)(xian)(xian)可見，農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率(lv)(lv)(lv)(lv)(lv)與(yu)更換工(gong)(gong)(gong)(gong)(gong)(gong)(gong)作的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)頻率(lv)(lv)(lv)(lv)(lv)成反比，也就是(shi)(shi)說(shuo)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)作的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)穩定性直接影(ying)(ying)響(xiang)(xiang)(xiang)(xiang)農(nong)(nong)(nong)(nong)(nong)(nong)民(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)對(dui)(dui)社保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)需求(qiu)狀(zhuang)(zhuang)況(kuang)(kuang)。

四(si)、城鄉一體(ti)化背景(jing)下農(nong)民工社會保險供給狀(zhuang)況與影響因素

（一(yi)）供(gong)給(gei)狀況。中國戶(hu)籍(ji)直接與(yu)教育(yu)(yu)(yu)、社(she)(she)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)、醫(yi)療(liao)等諸多(duo)福(fu)利掛鉤，城(cheng)(cheng)鄉二元(yuan)戶(hu)籍(ji)制(zhi)的(de)(de)(de)(de)(de)弊端(duan)明(ming)顯。近年(nian)(nian)(nian)來，社(she)(she)會逐漸形(xing)成共(gong)識，加(jia)(jia)快推(tui)進戶(hu)籍(ji)制(zhi)度(du)(du)改(gai)(gai)革(ge)(ge)，有(you)(you)(you)(you)(you)序推(tui)進農(nong)(nong)(nong)業(ye)轉移人(ren)口市民(min)(min)(min)(min)(min)(min)化(hua)，逐步實現(xian)(xian)城(cheng)(cheng)鎮基本(ben)(ben)公共(gong)服務(wu)覆(fu)蓋常(chang)住人(ren)口，為(wei)(wei)人(ren)們(men)(men)自(zi)由遷徙、安居樂業(ye)創(chuang)造公平的(de)(de)(de)(de)(de)制(zhi)度(du)(du)環境。國家和(he)(he)(he)各級地方(fang)(fang)政(zheng)(zheng)府出臺了一(yi)系列法(fa)(fa)律和(he)(he)(he)政(zheng)(zheng)策有(you)(you)(you)(you)(you)效(xiao)(xiao)地提高了農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率。國務(wu)院總理(li)還主(zhu)持(chi)召開國務(wu)院常(chang)務(wu)會議，研(yan)究部(bu)署2013年(nian)(nian)(nian)深(shen)化(hua)經(jing)濟體制(zhi)改(gai)(gai)革(ge)(ge)重點工(gong)(gong)(gong)(gong)(gong)(gong)(gong)作。會議確定，出臺居住證管理(li)辦(ban)法(fa)(fa)，分(fen)類推(tui)進戶(hu)籍(ji)制(zhi)度(du)(du)改(gai)(gai)革(ge)(ge)，完善(shan)相關公共(gong)服務(wu)及(ji)(ji)社(she)(she)會保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)障制(zhi)度(du)(du)。保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)護(hu)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)合(he)(he)法(fa)(fa)權(quan)益(yi)。但(dan)(dan)調(diao)(diao)(diao)(diao)查(cha)過(guo)(guo)(guo)程中，我們(men)(men)發現(xian)(xian)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)社(she)(she)會保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)供(gong)給(gei)現(xian)(xian)狀仍不(bu)(bu)(bu)樂觀(guan)。調(diao)(diao)(diao)(diao)查(cha)數據顯示(shi)，只有(you)(you)(you)(you)(you)51.8%的(de)(de)(de)(de)(de)受(shou)調(diao)(diao)(diao)(diao)查(cha)者(zhe)(zhe)與(yu)用(yong)(yong)人(ren)單位簽訂了合(he)(he)同，35.8%的(de)(de)(de)(de)(de)受(shou)調(diao)(diao)(diao)(diao)查(cha)者(zhe)(zhe)沒有(you)(you)(you)(you)(you)與(yu)單位簽訂合(he)(he)同。當被(bei)(bei)問及(ji)(ji)是(shi)(shi)(shi)否有(you)(you)(you)(you)(you)過(guo)(guo)(guo)參(can)(can)(can)(can)(can)加(jia)(jia)社(she)(she)會保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)后(hou)來又退(tui)(tui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)的(de)(de)(de)(de)(de)情況時(shi)(shi)，80.8%的(de)(de)(de)(de)(de)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)選擇了沒有(you)(you)(you)(you)(you)發生過(guo)(guo)(guo)這種情況，但(dan)(dan)有(you)(you)(you)(you)(you)19.2%的(de)(de)(de)(de)(de)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)明(ming)確表(biao)示(shi)有(you)(you)(you)(you)(you)過(guo)(guo)(guo)退(tui)(tui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)現(xian)(xian)象(xiang)。而在發生退(tui)(tui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)現(xian)(xian)象(xiang)的(de)(de)(de)(de)(de)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)中，有(you)(you)(you)(you)(you)15%的(de)(de)(de)(de)(de)受(shou)調(diao)(diao)(diao)(diao)查(cha)者(zhe)(zhe)退(tui)(tui)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)的(de)(de)(de)(de)(de)原(yuan)因是(shi)(shi)(shi)收入不(bu)(bu)(bu)能保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)障持(chi)續交納(na)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)金，19.2%的(de)(de)(de)(de)(de)受(shou)調(diao)(diao)(diao)(diao)查(cha)者(zhe)(zhe)擔(dan)心交了保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)金以(yi)后(hou)不(bu)(bu)(bu)能收回來，39.4%的(de)(de)(de)(de)(de)被(bei)(bei)調(diao)(diao)(diao)(diao)查(cha)者(zhe)(zhe)是(shi)(shi)(shi)由于換工(gong)(gong)(gong)(gong)(gong)(gong)(gong)作或(huo)流動時(shi)(shi)辦(ban)理(li)起來很麻煩，25%的(de)(de)(de)(de)(de)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)覺得社(she)(she)會保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)起不(bu)(bu)(bu)到什么作用(yong)(yong)。養(yang)老保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)方(fang)(fang)面(mian)(mian)(mian)，參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率為(wei)(wei)60.7%，參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)者(zhe)(zhe)中，參(can)(can)(can)(can)(can)加(jia)(jia)城(cheng)(cheng)鎮職(zhi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)基本(ben)(ben)養(yang)老保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)占(zhan)54.1%，參(can)(can)(can)(can)(can)加(jia)(jia)新型農(nong)(nong)(nong)村社(she)(she)會養(yang)老保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)占(zhan)45.9%。絕大部(bu)分(fen)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)每年(nian)(nian)(nian)繳(jiao)納(na)的(de)(de)(de)(de)(de)養(yang)老保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)金為(wei)(wei)100元(yuan)左右。醫(yi)療(liao)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率則十分(fen)可觀(guan)，高達83.4%，其中64.4%的(de)(de)(de)(de)(de)受(shou)調(diao)(diao)(diao)(diao)查(cha)者(zhe)(zhe)參(can)(can)(can)(can)(can)加(jia)(jia)的(de)(de)(de)(de)(de)是(shi)(shi)(shi)新型農(nong)(nong)(nong)村社(she)(she)會養(yang)老保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)，30.7%的(de)(de)(de)(de)(de)受(shou)調(diao)(diao)(diao)(diao)查(cha)者(zhe)(zhe)參(can)(can)(can)(can)(can)加(jia)(jia)的(de)(de)(de)(de)(de)是(shi)(shi)(shi)城(cheng)(cheng)鎮職(zhi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)醫(yi)療(liao)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)，絕大部(bu)分(fen)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)每年(nian)(nian)(nian)繳(jiao)納(na)的(de)(de)(de)(de)(de)醫(yi)療(liao)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)金為(wei)(wei)60元(yuan)。與(yu)養(yang)老和(he)(he)(he)醫(yi)療(liao)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)相比(bi)，工(gong)(gong)(gong)(gong)(gong)(gong)(gong)傷(shang)、失業(ye)、生育(yu)(yu)(yu)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)參(can)(can)(can)(can)(can)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)率均比(bi)較低，分(fen)別為(wei)(wei)28.5%、19.7%、19.2%。從(cong)調(diao)(diao)(diao)(diao)查(cha)數據我們(men)(men)看到，農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)社(she)(she)會保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)供(gong)給(gei)與(yu)需求相比(bi)，仍然存(cun)在著(zhu)(zhu)嚴重的(de)(de)(de)(de)(de)滯后(hou)現(xian)(xian)象(xiang)，政(zheng)(zheng)府、社(she)(she)會以(yi)及(ji)(ji)用(yong)(yong)人(ren)單位對于農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)社(she)(she)會保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)供(gong)給(gei)還存(cun)在著(zhu)(zhu)許(xu)多(duo)不(bu)(bu)(bu)足和(he)(he)(he)缺陷(xian)。養(yang)老保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)方(fang)(fang)面(mian)(mian)(mian)，當被(bei)(bei)問及(ji)(ji)中央確定的(de)(de)(de)(de)(de)基礎養(yang)老金標(biao)準是(shi)(shi)(shi)否合(he)(he)理(li)，29.0%的(de)(de)(de)(de)(de)受(shou)調(diao)(diao)(diao)(diao)查(cha)者(zhe)(zhe)認(ren)為(wei)(wei)不(bu)(bu)(bu)合(he)(he)理(li)或(huo)非常(chang)不(bu)(bu)(bu)合(he)(he)理(li)。另外，25.4%的(de)(de)(de)(de)(de)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)對《農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)參(can)(can)(can)(can)(can)加(jia)(jia)基本(ben)(ben)養(yang)老保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)辦(ban)法(fa)(fa)》中規定的(de)(de)(de)(de)(de)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)個人(ren)繳(jiao)費(fei)比(bi)例不(bu)(bu)(bu)滿(man)意(yi)。醫(yi)療(liao)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)方(fang)(fang)面(mian)(mian)(mian)，17.6%的(de)(de)(de)(de)(de)受(shou)調(diao)(diao)(diao)(diao)查(cha)者(zhe)(zhe)認(ren)為(wei)(wei)醫(yi)療(liao)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)繳(jiao)費(fei)比(bi)率不(bu)(bu)(bu)合(he)(he)理(li)；當被(bei)(bei)問及(ji)(ji)參(can)(can)(can)(can)(can)加(jia)(jia)醫(yi)療(liao)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)有(you)(you)(you)(you)(you)沒有(you)(you)(you)(you)(you)減(jian)輕(qing)生活(huo)負擔(dan)，15.5%的(de)(de)(de)(de)(de)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)表(biao)示(shi)醫(yi)療(liao)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)費(fei)用(yong)(yong)加(jia)(jia)重了經(jing)濟負擔(dan)，57.0%的(de)(de)(de)(de)(de)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)表(biao)示(shi)減(jian)輕(qing)了經(jing)濟負擔(dan)，但(dan)(dan)是(shi)(shi)(shi)效(xiao)(xiao)果不(bu)(bu)(bu)明(ming)顯。而工(gong)(gong)(gong)(gong)(gong)(gong)(gong)傷(shang)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)方(fang)(fang)面(mian)(mian)(mian)，58.5%的(de)(de)(de)(de)(de)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)認(ren)為(wei)(wei)上班單位不(bu)(bu)(bu)愿意(yi)承擔(dan)責(ze)任，沒有(you)(you)(you)(you)(you)為(wei)(wei)他(ta)們(men)(men)辦(ban)理(li)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)傷(shang)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)，受(shou)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)傷(shang)后(hou)，選擇自(zi)己(ji)出錢醫(yi)治與(yu)和(he)(he)(he)雇主(zhu)私(si)了的(de)(de)(de)(de)(de)農(nong)(nong)(nong)民(min)(min)(min)(min)(min)(min)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)分(fen)別占(zhan)20.2%、23.3%。失業(ye)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)和(he)(he)(he)生育(yu)(yu)(yu)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)方(fang)(fang)面(mian)(mian)(mian)更是(shi)(shi)(shi)亟待提高，有(you)(you)(you)(you)(you)70.5%的(de)(de)(de)(de)(de)受(shou)調(diao)(diao)(diao)(diao)查(cha)者(zhe)(zhe)在失業(ye)期間依(yi)靠以(yi)前攢的(de)(de)(de)(de)(de)錢，維(wei)持(chi)一(yi)段時(shi)(shi)間，只有(you)(you)(you)(you)(you)4.0%的(de)(de)(de)(de)(de)受(shou)調(diao)(diao)(diao)(diao)查(cha)者(zhe)(zhe)是(shi)(shi)(shi)依(yi)靠失業(ye)保(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)(bao)險(xian)(xian)(xian)(xian)(xian)(xian)生活(huo)。

（二）影(ying)響(xiang)因素(su)分析(xi)。影(ying)響(xiang)農民(min)工社會保險供給的因素(su)，可以(yi)從(cong)以(yi)下三個層(ceng)面分析(xi)。

1.政府(fu)及社(she)會保(bao)險機構(gou)方面。第(di)(di)一、法律體制不(bu)(bu)完善(shan)，政府(fu)監督落實不(bu)(bu)到(dao)(dao)位(wei)。大部分用(yong)人(ren)單位(wei)沒有與農(nong)民(min)工(gong)(gong)簽訂合同，所(suo)以(yi)并未履行為農(nong)民(min)工(gong)(gong)辦(ban)(ban)理社(she)保(bao)的(de)職(zhi)責。相關政府(fu)機構(gou)對此監管不(bu)(bu)力。第(di)(di)二、社(she)會保(bao)險宣(xuan)傳(chuan)教育不(bu)(bu)到(dao)(dao)位(wei)。農(nong)民(min)工(gong)(gong)由于本(ben)身知識水平有限，無法了解辦(ban)(ban)理的(de)程(cheng)序(xu)(xu)，而社(she)保(bao)本(ben)身宣(xuan)傳(chuan)的(de)不(bu)(bu)到(dao)(dao)位(wei)致使(shi)農(nong)民(min)工(gong)(gong)社(she)會保(bao)險知識嚴重缺失。第(di)(di)三、部分社(she)會保(bao)險辦(ban)(ban)理機構(gou)執行力不(bu)(bu)夠(gou)，效率低下(xia)，使(shi)得(de)(de)本(ben)就程(cheng)序(xu)(xu)復雜的(de)社(she)保(bao)辦(ban)(ban)理變得(de)(de)更加困(kun)難(nan)，農(nong)民(min)工(gong)(gong)因此而不(bu)(bu)愿辦(ban)(ban)理。實際(ji)上因為本(ben)身程(cheng)序(xu)(xu)復雜農(nong)民(min)工(gong)(gong)辦(ban)(ban)理的(de)意愿就降低了。

2.用人單位方面。用人單位不負責，不愿分擔農(nong)民(min)工保(bao)險負擔，不給農(nong)民(min)工買(mai)社(she)(she)會(hui)保(bao)險。由于競(jing)爭的(de)(de)(de)激烈，部(bu)分企業利(li)用農(nong)民(min)工的(de)(de)(de)對自身狀況的(de)(de)(de)低要求(qiu)，試(shi)圖通(tong)過降低勞(lao)動力成本來提高價格競(jing)爭優勢。使得農(nong)民(min)工無法獲得企業應該(gai)給與(yu)的(de)(de)(de)社(she)(she)保(bao)。

3.農(nong)民(min)(min)工(gong)個人方(fang)面(mian)。第一(yi)、城(cheng)鄉(xiang)二元戶籍(ji)制度的(de)(de)長(chang)期存(cun)在與(yu)農(nong)民(min)(min)工(gong)高流動(dong)性(xing)之(zhi)間的(de)(de)矛盾(dun)，一(yi)方(fang)面(mian)農(nong)民(min)(min)工(gong)的(de)(de)高流動(dong)性(xing)與(yu)社(she)(she)(she)保(bao)(bao)手(shou)續(xu)跨地區(qu)轉移(yi)方(fang)面(mian)的(de)(de)限制使(shi)農(nong)民(min)(min)工(gong)的(de)(de)參保(bao)(bao)意(yi)愿(yuan)下降，另一(yi)方(fang)面(mian)農(nong)民(min)(min)工(gong)社(she)(she)(she)保(bao)(bao)體(ti)系未能實現區(qu)域對(dui)(dui)接(jie)、城(cheng)鄉(xiang)對(dui)(dui)接(jie)，這最終給(gei)農(nong)民(min)(min)工(gong)社(she)(she)(she)會保(bao)(bao)險的(de)(de)辦理設置(zhi)了(le)障礙。第二、農(nong)民(min)(min)工(gong)社(she)(she)(she)會保(bao)(bao)障意(yi)識淡化與(yu)缺失。由于(yu)農(nong)民(min)(min)工(gong)自(zi)身處于(yu)弱勢狀況(kuang)，對(dui)(dui)工(gong)作的(de)(de)迫(po)切，對(dui)(dui)待遇的(de)(de)低要求，以及文化程度較低，農(nong)民(min)(min)工(gong)大部分對(dui)(dui)是否有保(bao)(bao)采取了(le)無所謂態度。第三(san)、農(nong)民(min)(min)工(gong)的(de)(de)非(fei)正式(shi)就(jiu)業方(fang)式(shi)阻礙了(le)農(nong)民(min)(min)工(gong)及時有效的(de)(de)獲得社(she)(she)(she)會保(bao)(bao)險。

五(wu)、城鄉一體化背(bei)景(jing)下農民工社會(hui)保險供需矛盾及其協調解決

（一(yi)）供(gong)(gong)(gong)需(xu)(xu)矛(mao)盾(dun)(dun)(dun)。將(jiang)城(cheng)鄉(xiang)一(yi)體化(hua)背景下農民(min)工(gong)社(she)(she)(she)(she)(she)會(hui)保(bao)險供(gong)(gong)(gong)給(gei)與(yu)需(xu)(xu)求(qiu)(qiu)兩方面結合(he)起(qi)來(lai)考察(cha)，我們可以發現(xian)，目前農民(min)工(gong)社(she)(she)(she)(she)(she)會(hui)保(bao)險供(gong)(gong)(gong)需(xu)(xu)之(zhi)間仍然(ran)存在著較大的(de)(de)矛(mao)盾(dun)(dun)(dun)，突出(chu)地表現(xian)在數量上的(de)(de)供(gong)(gong)(gong)不應求(qiu)(qiu)和性質上的(de)(de)供(gong)(gong)(gong)需(xu)(xu)脫節。從需(xu)(xu)求(qiu)(qiu)現(xian)狀可以看出(chu)，農民(min)工(gong)對于社(she)(she)(she)(she)(she)會(hui)保(bao)險總體需(xu)(xu)求(qiu)(qiu)非常(chang)強(qiang)烈，但現(xian)實中社(she)(she)(she)(she)(she)會(hui)保(bao)險覆(fu)(fu)蓋率供(gong)(gong)(gong)給(gei)不足(zu)導致了農民(min)工(gong)社(she)(she)(she)(she)(she)會(hui)保(bao)險參保(bao)率偏(pian)低(di)，覆(fu)(fu)蓋率偏(pian)低(di)，也(ye)就是(shi)供(gong)(gong)(gong)不應求(qiu)(qiu)。而從社(she)(she)(she)(she)(she)會(hui)保(bao)險的(de)(de)供(gong)(gong)(gong)給(gei)現(xian)狀來(lai)看，社(she)(she)(she)(she)(she)保(bao)的(de)(de)現(xian)實供(gong)(gong)(gong)給(gei)沒(mei)有(you)充分滿足(zu)農民(min)工(gong)的(de)(de)實際需(xu)(xu)求(qiu)(qiu)，導致供(gong)(gong)(gong)給(gei)效率降低(di)。如，15.5%的(de)(de)農民(min)工(gong)認為醫療保(bao)險不僅沒(mei)有(you)降低(di)他們的(de)(de)生活負擔，反而加(jia)重了經(jing)濟(ji)負擔。這種供(gong)(gong)(gong)需(xu)(xu)脫節的(de)(de)現(xian)象進(jin)一(yi)步激化(hua)了社(she)(she)(she)(she)(she)會(hui)保(bao)險供(gong)(gong)(gong)需(xu)(xu)之(zhi)間的(de)(de)矛(mao)盾(dun)(dun)(dun)。

篇2

【關鍵詞】英語議論文;寫作要求(qiu);方法探究

對(dui)(dui)于(yu)非英語(yu)(yu)專(zhuan)業(ye)的(de)(de)(de)學生(sheng)來(lai)(lai)講(jiang)，無論(lun)是(shi)在(zai)英語(yu)(yu)科(ke)目(mu)(mu)的(de)(de)(de)學期考(kao)(kao)試(shi)(shi)，還是(shi)在(zai)四六級考(kao)(kao)試(shi)(shi)、考(kao)(kao)研、考(kao)(kao)博英語(yu)(yu)考(kao)(kao)試(shi)(shi)，英語(yu)(yu)寫(xie)作(zuo)(zuo)(zuo)都是(shi)必(bi)出現的(de)(de)(de)題目(mu)(mu)。而在(zai)托福、雅(ya)思(si)等考(kao)(kao)試(shi)(shi)中，英語(yu)(yu)寫(xie)作(zuo)(zuo)(zuo)也是(shi)很重(zhong)要(yao)的(de)(de)(de)題目(mu)(mu)。英語(yu)(yu)寫(xie)作(zuo)(zuo)(zuo)相比較(jiao)其它類(lei)型的(de)(de)(de)題目(mu)(mu)而言，往往更能(neng)反應考(kao)(kao)生(sheng)綜合(he)應用英語(yu)(yu)的(de)(de)(de)能(neng)力(li)。對(dui)(dui)于(yu)英語(yu)(yu)作(zuo)(zuo)(zuo)文的(de)(de)(de)評分(fen)來(lai)(lai)講(jiang)，作(zuo)(zuo)(zuo)文的(de)(de)(de)內容并(bing)不是(shi)起決定因素的(de)(de)(de)，如果作(zuo)(zuo)(zuo)文內容符合(he)主旨，邏(luo)輯(ji)合(he)理(li)，語(yu)(yu)法(fa)正確，語(yu)(yu)言得體，加上一些必(bi)要(yao)的(de)(de)(de)修飾(shi)性的(de)(de)(de)句(ju)子，那(nei)么就可以拿到一個比較(jiao)理(li)想的(de)(de)(de)分(fen)數。而對(dui)(dui)于(yu)使用頻率最(zui)高的(de)(de)(de)議論(lun)文來(lai)(lai)說(shuo)也是(shi)如此。

1.提綱式英(ying)語議論文(wen)寫作的基(ji)本要求

各種應試(shi)(shi)作(zuo)(zuo)(zuo)文(wen)(wen)雖然(ran)很多(duo)，但如(ru)果掌握(wo)了(le)(le)英語(yu)應試(shi)(shi)作(zuo)(zuo)(zuo)文(wen)(wen)的(de)(de)思維規(gui)律，加(jia)上對(dui)英語(yu)應試(shi)(shi)作(zuo)(zuo)(zuo)文(wen)(wen)常(chang)見文(wen)(wen)體的(de)(de)掌握(wo)，應試(shi)(shi)作(zuo)(zuo)(zuo)文(wen)(wen)就會變得(de)迎刃而(er)解。而(er)在觀察了(le)(le)眾多(duo)應試(shi)(shi)作(zuo)(zuo)(zuo)文(wen)(wen)后就會發現，很多(duo)應試(shi)(shi)作(zuo)(zuo)(zuo)文(wen)(wen)都出現了(le)(le)“結構化模式(shi)”。而(er)非英語(yu)專業四六(liu)級考(kao)試(shi)(shi)、考(kao)研(yan)作(zuo)(zuo)(zuo)文(wen)(wen)、英語(yu)專業四、八級考(kao)試(shi)(shi)到托福、雅(ya)思考(kao)試(shi)(shi)，最(zui)常(chang)見的(de)(de)作(zuo)(zuo)(zuo)文(wen)(wen)類型(xing)有以下(xia)幾種：應用(yong)文(wen)(wen)、議論文(wen)(wen)、說明文(wen)(wen)、記(ji)敘文(wen)(wen)。對(dui)于應用(yong)文(wen)(wen)主要是(shi)信件、便條；議論文(wen)(wen)可以分為提綱式(shi)和(he)圖表式(shi)，而(er)這兩種又(you)是(shi)最(zui)為常(chang)見的(de)(de)類型(xing)。而(er)在針對(dui)提綱式(shi)議論文(wen)(wen)的(de)(de)寫作(zuo)(zuo)(zuo)時(shi)，首先需要從整(zheng)體上把握(wo)文(wen)(wen)章的(de)(de)要求。

1.1統一性

統(tong)一性(xing)是(shi)指在文(wen)(wen)章的寫作(zuo)過程中，對(dui)于(yu)每(mei)個(ge)段(duan)落(luo)的中心(xin)都(dou)要有(you)一個(ge)統(tong)一的思(si)想，那就是(shi)為了全篇文(wen)(wen)章的中心(xin)服(fu)務，而且每(mei)個(ge)段(duan)落(luo)都(dou)是(shi)圍繞一個(ge)主題句(ju)而展開的。每(mei)一句(ju)話都(dou)是(shi)在文(wen)(wen)章總體(ti)中心(xin)思(si)想下寫成的，不是(shi)在中心(xin)思(si)想之(zhi)外(wai)的句(ju)子，否則就會使文(wen)(wen)章顯得零散(san)而雜亂。

1.2完整性

在(zai)統一性的(de)(de)基礎上，文(wen)章(zhang)(zhang)還(huan)必須講求完整性。文(wen)章(zhang)(zhang)的(de)(de)每(mei)個段落都(dou)有一個主(zhu)(zhu)題(ti)句，而主(zhu)(zhu)題(ti)句下(xia)(xia)面又有很多展(zhan)開的(de)(de)分句，這些分句都(dou)是圍繞主(zhu)(zhu)題(ti)句而展(zhan)開的(de)(de)。在(zai)分句的(de)(de)寫作(zuo)過(guo)程中，需要(yao)和主(zhu)(zhu)題(ti)句的(de)(de)中心(xin)思想保持一致，使得文(wen)章(zhang)(zhang)的(de)(de)主(zhu)(zhu)題(ti)思想能夠在(zai)分句的(de)(de)配合下(xia)(xia)而展(zhan)開，給(gei)讀者完整的(de)(de)感(gan)覺。而如(ru)果文(wen)章(zhang)(zhang)在(zai)主(zhu)(zhu)題(ti)句下(xia)(xia)沒有必要(yao)的(de)(de)分句，那么文(wen)章(zhang)(zhang)就會顯得不完整。

1.3連貫性

連(lian)(lian)貫(guan)(guan)(guan)(guan)性主要體現在形(xing)式的連(lian)(lian)貫(guan)(guan)(guan)(guan)和意(yi)義(yi)(yi)的連(lian)(lian)貫(guan)(guan)(guan)(guan)。形(xing)式的連(lian)(lian)貫(guan)(guan)(guan)(guan)主要是使用歇(xie)一些有(you)(you)連(lian)(lian)貫(guan)(guan)(guan)(guan)意(yi)義(yi)(yi)的詞語(yu)，而意(yi)義(yi)(yi)連(lian)(lian)貫(guan)(guan)(guan)(guan)則是指文(wen)章要有(you)(you)內在的連(lian)(lian)貫(guan)(guan)(guan)(guan)性。

形式的(de)(de)(de)(de)(de)連(lian)貫的(de)(de)(de)(de)(de)目的(de)(de)(de)(de)(de)主(zhu)要(yao)是引起(qi)他人(ren)的(de)(de)(de)(de)(de)注(zhu)意，具體做法是在文(wen)章的(de)(de)(de)(de)(de)句(ju)(ju)子(zi)與句(ju)(ju)子(zi)之間(jian)，段落與段落之間(jian)加上一(yi)些表示(shi)(shi)(shi)(shi)連(lian)貫的(de)(de)(de)(de)(de)詞(ci)(ci)語。具體方(fang)法有：第(di)一(yi)，重復前(qian)面的(de)(de)(de)(de)(de)重要(yao)詞(ci)(ci)語；第(di)二，用代詞(ci)(ci)來指代上文(wen)中出現(xian)的(de)(de)(de)(de)(de)事物；第(di)三，使用一(yi)些表示(shi)(shi)(shi)(shi)過(guo)渡(du)的(de)(de)(de)(de)(de)詞(ci)(ci)和句(ju)(ju)子(zi)。如表示(shi)(shi)(shi)(shi)層次的(de)(de)(de)(de)(de)firstly、secondly等(deng)，表示(shi)(shi)(shi)(shi)列舉的(de)(de)(de)(de)(de)for instance、as a matter of fact等(deng)，表示(shi)(shi)(shi)(shi)總結的(de)(de)(de)(de)(de)in a word、finally in simpler terms等(deng)，表示(shi)(shi)(shi)(shi)比較的(de)(de)(de)(de)(de)in comparison with、however likewise等(deng)等(deng)。

2.提綱(gang)式議論文的(de)寫作

 議論文的主要(yao)(yao)目的就是闡(chan)明(ming)道理，使(shi)某(mou)人相信某(mou)種假設。而議論文通(tong)常由兩種推論方(fang)法(fa)(fa)，即歸(gui)納法(fa)(fa)和演繹法(fa)(fa)。我們(men)在寫作過程中，對于這(zhe)兩種方(fang)法(fa)(fa)很難有(you)理想的效果，所以(yi)議論文一般主要(yao)(yao)出現以(yi)下幾個(ge)部分。

第(di)一，引言(yan)(yan)（introduction），這(zhe)一段(duan)(duan)主(zhu)要(yao)(yao)(yao)(yao)(yao)是介紹一些關于(yu)主(zhu)題的(de)(de)(de)(de)(de)背景知識(shi)，提(ti)(ti)及文(wen)(wen)章(zhang)(zhang)的(de)(de)(de)(de)(de)主(zhu)題，表明寫作的(de)(de)(de)(de)(de)中心句；第(di)二，正文(wen)(wen)（body），正文(wen)(wen)是文(wen)(wen)章(zhang)(zhang)的(de)(de)(de)(de)(de)主(zhu)要(yao)(yao)(yao)(yao)(yao)部分(fen)，主(zhu)要(yao)(yao)(yao)(yao)(yao)討論(lun)和(he)回答在引言(yan)(yan)中提(ti)(ti)出的(de)(de)(de)(de)(de)問(wen)題，而語言(yan)(yan)也要(yao)(yao)(yao)(yao)(yao)符合(he)一定的(de)(de)(de)(de)(de)邏(luo)輯(ji)性，在正文(wen)(wen)的(de)(de)(de)(de)(de)寫作中，如果分(fen)了幾段(duan)(duan)，那么每一段(duan)(duan)都要(yao)(yao)(yao)(yao)(yao)有中心句；第(di)三，結語（concluding paragraph），第(di)三部分(fen)主(zhu)要(yao)(yao)(yao)(yao)(yao)用(yong)簡潔的(de)(de)(de)(de)(de)語言(yan)(yan)對文(wen)(wen)章(zhang)(zhang)進行(xing)總結，總結觀點(dian)或者(zhe)提(ti)(ti)出希望。議論(lun)文(wen)(wen)主(zhu)要(yao)(yao)(yao)(yao)(yao)分(fen)為提(ti)(ti)綱式(shi)作文(wen)(wen)和(he)圖(tu)表式(shi)作文(wen)(wen)。所謂提(ti)(ti)綱式(shi)，就(jiu)是根據題目中給出的(de)(de)(de)(de)(de)題目和(he)提(ti)(ti)綱，寫出作者(zhe)要(yao)(yao)(yao)(yao)(yao)表達的(de)(de)(de)(de)(de)中線思(si)(si)想，然(ran)后圍繞(rao)這(zhe)一中心思(si)(si)想展開(kai)論(lun)述，表達提(ti)(ti)綱的(de)(de)(de)(de)(de)主(zhu)旨。

2.1原因式

提綱式論文第一種(zhong)是(shi)(shi)原(yuan)因(yin)式，主要要求對某種(zhong)現象(xiang)進行分析(xi)并解釋其(qi)產生(sheng)的(de)原(yuan)因(yin)。在考試中，實質簡單的(de)作文往(wang)往(wang)都看似(si)復雜，但是(shi)(shi)經過總結，無疑是(shi)(shi)以下(xia)幾點：

Should censorship be abolished？

Should students be exposed to excessive usage of computer？

Should euthanasia be legalized？

所(suo)以，對于原因式主要(yao)分為這幾部(bu)分。

Paragraph 1 thesis statement：A phenomenon or problem in society My view

Paragraph 2 reasons：transitional expression + reason1，transitional expression + reason 2，transitional expression + reason3

Paragraph 3：conclusion，to restate the thesis

2.2分析并解決問題式

分(fen)(fen)(fen)(fen)析(xi)(xi)并解(jie)決問題(ti)(ti)式(shi)是針對某(mou)一社會現象找出(chu)(chu)解(jie)決的(de)辦法(fa)(fa)。這(zhe)種(zhong)形式(shi)和原因式(shi)有些相同(tong)，但是不同(tong)之處在于這(zhe)一形式(shi)要求在原因后要有一定的(de)解(jie)決方法(fa)(fa)。這(zhe)種(zhong)問題(ti)(ti)通(tong)常(chang)分(fen)(fen)(fen)(fen)為四部分(fen)(fen)(fen)(fen)。第(di)一部分(fen)(fen)(fen)(fen)，引入話題(ti)(ti)，引出(chu)(chu)某(mou)種(zhong)現象，表明(ming)作者的(de)態度(du)；第(di)二(er)，過渡性的(de)語言和分(fen)(fen)(fen)(fen)析(xi)(xi)原因；第(di)三(san)，給出(chu)(chu)解(jie)決辦法(fa)(fa)；第(di)四，總結(jie)，倡議(yi)或者提出(chu)(chu)希望。

Paragraph 1 thesis statement：A phenomenon or problem in society My view

 Paragraph 2 reasons：transitional expression + reason1，transitional expression + reason 2

Paragraph 3 solutions or advice：transitional expression + solution

Paragraph 4 conclusion：to restate the thesis

在提綱式議論(lun)文中還有其他的一(yi)些常見(jian)形式，如比較式、批判(pan)式等(deng)等(deng)，但是(shi)大(da)多與這(zhe)兩種類似，所(suo)以在提綱式議論(lun)文寫(xie)作(zuo)中，重點掌握(wo)原因式和分析解決式是(shi)關鍵。

【參考文獻】

［1］劉(liu)春(chun)偉.英語(yu)應試作文寫作捷徑(jing)[M].北京:機械工業出版社，2006.

篇3

肉(rou)豆和(he)絲瓜藤兩個植(zhi)物(wu)的須纏在一(yi)起，一(yi)個小孩想將兩者扯斷分開，父親告訴他這兩種植(zhi)物(wu)都是(shi)用來吃的，不用將其扯斷區(qu)分。

根據材料內容，自選角度，自擬(ni)題目(mu)完成(cheng)文(wen)章。

此(ci)類作(zuo)文題，觀照生活的情懷與生命的出走，依舊(jiu)是“不(bu)藏考(kao)點(dian)，不(bu)考(kao)偏點(dian)”，諸如此(ci)類的作(zuo)文題還(huan)有(you)湖北卷(juan)、江蘇卷(juan)等。雖(sui)然(ran)從(cong)審題點(dian)來(lai)說(shuo)(shuo)，分(fen)析材(cai)料提出的主干對考(kao)生來(lai)說(shuo)(shuo)并(bing)非(fei)難事(shi)，但(dan)題目的設置(zhi)最(zui)終(zhong)是考(kao)查考(kao)生的思(si)維發展能力(li)(li)，即辯證看待(dai)事(shi)物的能力(li)(li)。

眾(zhong)所(suo)周知，高(gao)中語(yu)文學(xue)(xue)科(ke)四(si)大核心素養包括語(yu)言建(jian)構與運用、思(si)(si)維發展(zhan)與提(ti)(ti)升(sheng)(sheng)、審美鑒賞與創(chuang)造、文化傳承與理(li)解。其中，“思(si)(si)維發展(zhan)與提(ti)(ti)升(sheng)(sheng)”在議論(lun)文的(de)(de)(de)(de)寫作中尤為重要(yao)。此外(wai)，高(gao)中《語(yu)文新課程標(biao)準(zhun)》明(ming)確指出，要(yao)發展(zhan)學(xue)(xue)生的(de)(de)(de)(de)思(si)(si)辨能(neng)力(li)和(he)批判能(neng)力(li)，要(yao)求中學(xue)(xue)生對自然、社會和(he)人生具(ju)有較深刻(ke)的(de)(de)(de)(de)思(si)(si)考(kao)(kao)和(he)認識，養成獨立思(si)(si)考(kao)(kao)、質疑探究的(de)(de)(de)(de)習慣，具(ju)備理(li)性觀察和(he)分(fen)析事物的(de)(de)(de)(de)能(neng)力(li)，具(ju)有良好的(de)(de)(de)(de)思(si)(si)維品(pin)質。因(yin)此，在高(gao)考(kao)(kao)作文題目的(de)(de)(de)(de)設置中，剖析社會現象、探尋考(kao)(kao)生對自我的(de)(de)(de)(de)價(jia)值實現等方面(mian)的(de)(de)(de)(de)考(kao)(kao)查日趨增(zeng)多(duo)，且走向更(geng)深的(de)(de)(de)(de)發展(zhan)方向。在這一大背景下，有效提(ti)(ti)升(sheng)(sheng)學(xue)(xue)生的(de)(de)(de)(de)思(si)(si)維品(pin)質就顯(xian)得很(hen)有必要(yao)了。

良好的(de)思維品質需(xu)要(yao)辯證(zheng)性，而辯證(zheng)又以深度(du)的(de)思維做(zuo)保證(zheng)。

“思辨”字(zi)典上解釋為“思考辨析”，它體現(xian)在議論文(wen)的(de)(de)立(li)論和論證(zheng)之中。對一個問題的(de)(de)分析，如果只(zhi)看到表現(xian)就(jiu)斷然(ran)下結論，不(bu)去分析事(shi)物(wu)內部的(de)(de)因(yin)果聯系(xi)，立(li)意(yi)僅僅停留(liu)在“是什么(me)(me)”上，忽視了“為什么(me)(me)”，那寫就(jiu)的(de)(de)文(wen)章終(zhong)究只(zhi)是一葉浮(fu)萍(ping)，缺乏深度也經不(bu)住細細研磨。記得初中課本有(you)選文(wen)《兩小(xiao)兒辯日》，現(xian)在讀(du)來，甚覺(jue)精妙(miao)。

一兒曰：“日(ri)初(chu)出大(da)如(ru)車蓋，及(ji)日(ri)中則如(ru)盤盂，此不為遠者(zhe)小而近者(zhe)大(da)乎(hu)？”

一兒曰：“日初(chu)出滄滄涼(liang)涼(liang)，及其(qi)日中如探湯(tang)，此不為近者熱(re)而遠者涼(liang)乎？”

如此思(si)考，大人猶(you)不能及，遑論對錯！單兩小兒從日(ri)常生活(huo)中仔細觀察(cha)，并能自己得(de)(de)出結論這種行為本(ben)身就(jiu)值得(de)(de)我們學習。他們的(de)(de)(de)辯，是(shi)一(yi)種對生活(huo)精加工(gong)的(de)(de)(de)理性思(si)維，是(shi)一(yi)種有(you)深度(du)的(de)(de)(de)辯證(zheng)性思(si)維。如果說這是(shi)一(yi)場辯論賽(sai)，你(ni)能說它不精彩嗎(ma)？其實，思(si)辨能力不僅是(shi)提高寫(xie)作(zuo)能力的(de)(de)(de)法寶，更是(shi)公民必備的(de)(de)(de)基本(ben)素質(zhi)。有(you)思(si)辨力，就(jiu)有(you)了全面、深刻看(kan)待事物的(de)(de)(de)能力，就(jiu)有(you)了今后(hou)面對紛繁復雜的(de)(de)(de)世界的(de)(de)(de)基本(ben)底(di)氣(qi)。

篇4

    指導學生寫好讀后感(gan),可從以下幾方面下手。

    一、感不離(li)讀(du),讀(du)感結合(he)。

    讀是感的前提(ti),感是讀的結果(guo),因此對原作的準(zhun)確理解,把握住要點,是寫好讀后感的前提(ti)和基(ji)礎(chu)。對原文(wen)的閱讀是否認真細致(zhi),是決定讀后感的質量(liang)關鍵。

    寫讀(du)后(hou)感(gan),不僅(jin)有(you)感(gan)的(de)(de)內容,也要有(you)讀(du)的(de)(de)內容。一(yi)般(ban)來(lai)說,在讀(du)后(hou)感(gan)的(de)(de)開頭,都需要用少量的(de)(de)文字先概括介紹一(yi)下所讀(du)作(zuo)品(pin)(pin)的(de)(de)內容,這(zhe)是因為你(ni)所讀(du)的(de)(de)作(zuo)品(pin)(pin)并不一(yi)定(ding)為廣大讀(du)者所熟(shu)悉的(de)(de),不作(zuo)任何介紹就(jiu)發表議論會(hui)使人(ren)感(gan)到莫名其妙。而如果精要地作(zuo)簡介,不僅(jin)使學生或讀(du)者對(dui)陌(mo)生的(de)(de)作(zuo)品(pin)(pin)有(you)所了解,即使對(dui)于熟(shu)悉這(zhe)篇作(zuo)品(pin)(pin)的(de)(de)讀(du)者來(lai)說,也能起到激發思索的(de)(de)作(zuo)用。

    二、感想必須集中(zhong)。

    讀一(yi)部作品(pin),所受(shou)到(dao)的(de)(de)啟(qi)發和產生(sheng)的(de)(de)感想往(wang)往(wang)是多方(fang)面(mian)的(de)(de),但(dan)在(zai)有限的(de)(de)篇幅中,把所有的(de)(de)感受(shou)都寫出來,那樣的(de)(de)感想什么都說(shuo)不透,猶(you)如(ru)蜻蜓點(dian)水,泛(fan)(fan)泛(fan)(fan)而談,不易(yi)深入,顯得膚淺(qian),與其因面(mian)面(mian)俱到(dao)而面(mian)面(mian)俱不到(dao)。倒不如(ru)抓住(zhu)原作中的(de)(de)精華,突(tu)出自己感受(shou)最(zui)深的(de)(de)一(yi)點(dian),著手(shou)揮灑,更(geng)容(rong)易(yi)寫得充實而深入。

    三、聯系實際(ji),言(yan)之有物。

    感(gan)(gan)想作(zuo)(zuo)為(wei)議論文,必須密(mi)切聯系實際。因此,在讀后(hou)感(gan)(gan)寫作(zuo)(zuo)的(de)(de)(de)指導上,應(ying)特(te)別提(ti)倡針(zhen)對熱門話題(ti)進行有(you)理論、有(you)實例的(de)(de)(de)、生動(dong)的(de)(de)(de)剖(pou)析,從(cong)活生生的(de)(de)(de)現實出發,闡述人們所思考的(de)(de)(de)和關(guan)心的(de)(de)(de)問(wen)題(ti),這(zhe)樣的(de)(de)(de)感(gan)(gan)想才有(you)意義,才能(neng)對廣大讀者的(de)(de)(de)心靈有(you)所觸動(dong)。

    聯系實際,可從兩個方面引導。

    首先,是(shi)聯系個人(ren)實(shi)際。用作(zuo)品(pin)上的(de)人(ren)物、事跡觀點,來衡量自已以(yi)往的(de)言行(xing),決(jue)定取(qu)舍,這(zhe)樣(yang)的(de)讀后(hou)感(gan)才(cai)是(shi)有(you)價值(zhi)的(de)讀后(hou)感(gan),這(zhe)樣(yang)的(de)讀后(hou)感(gan)才(cai)是(shi)更為誠懇。

    聯(lian)系(xi)實(shi)際(ji)還(huan)包含聯(lian)系(xi)社(she)會現(xian)(xian)象,舉古代一則寓(yu)言為例,《濫竽充(chong)數》是盡人皆知的(de)(de)(de)寓(yu)言故(gu)事(shi),若(ruo)以(yi)《讀<濫宇充(chong)數>有(you)(you)感(gan)》為題寫讀后感(gan),古人、今人會有(you)(you)什么區別呢?如(ru)果(guo)(guo)就(jiu)故(gu)事(shi)論故(gu)事(shi),只談不學(xue)無(wu)術(shu)沒(mei)(mei)有(you)(you)好下場,那么無(wu)論是古代還(huan)是現(xian)(xian)代,這個道理(li)還(huan)是通用的(de)(de)(de),所以(yi)寫這樣的(de)(de)(de)讀后感(gan)就(jiu)沒(mei)(mei)有(you)(you)新意(yi)。如(ru)果(guo)(guo)我(wo)們(men)(men)(men)把故(gu)事(shi)與(yu)現(xian)(xian)在(zai)的(de)(de)(de)現(xian)(xian)實(shi)聯(lian)系(xi)起來進行思(si)考,就(jiu)不難發現(xian)(xian),齊(qi)宣王“必(bi)三(san)百人齊(qi)奏”的(de)(de)(de)弊端,不剛(gang)好與(yu)我(wo)們(men)(men)(men)改革開放前大鍋(guo)飯體制十分類似嗎(ma)?而齊(qi)民(min)王的(de)(de)(de)“好一一聽之(zhi)”,不與(yu)我(wo)們(men)(men)(men)現(xian)(xian)在(zai)改革開放后普遍實(shi)行崗位(wei)責任(ren)制有(you)(you)某(mou)些(xie)類似之(zhi)處(chu)嗎(ma)?所以(yi),我(wo)們(men)(men)(men)如(ru)果(guo)(guo)從過(guo)去三(san)代大鍋(guo)飯的(de)(de)(de)教訓和三(san)代崗位(wei)責任(ren)制的(de)(de)(de)先例等角度,聯(lian)系(xi)實(shi)際(ji),暢(chang)談耳聞目睹的(de)(de)(de)新人事(shi),新思(si)潮,這樣的(de)(de)(de)讀后感(gan)不就(jiu)體現(xian)(xian)出時代的(de)(de)(de)特(te)色(se)嗎(ma)?

篇5

供(gong)材作(zuo)(zuo)文的(de)(de)主要(yao)特點，是給(gei)學生提供(gong)審(shen)題(ti)、構思和(he)(he)發表議(yi)(yi)論(lun)(lun)的(de)(de)依據(ju)。學生依據(ju)所供(gong)的(de)(de)“原材料(liao)(liao)”，比(bi)較(jiao)只面對一個議(yi)(yi)論(lun)(lun)的(de)(de)標題(ti)而(er)言，容(rong)易調動(dong)自(zi)己的(de)(de)感(gan)覺和(he)(he)知覺的(de)(de)“形象”，自(zi)然地產(chan)生聯想(xiang)，打開思路(lu)。這些具體(ti)、形象的(de)(de)材料(liao)(liao)，可以說明什(shen)么問(wen)題(ti)呢？必(bi)然地要(yao)“過渡(du)”到對材料(liao)(liao)的(de)(de)分析、綜合(he)、比(bi)較(jiao)和(he)(he)概括等(deng)抽象邏輯思維活動(dong)。因為是供(gong)材作(zuo)(zuo)文，必(bi)須(xu)符合(he)材料(liao)(liao)的(de)(de)要(yao)求(qiu)；又因為是寫議(yi)(yi)論(lun)(lun)文，必(bi)須(xu)按議(yi)(yi)論(lun)(lun)文的(de)(de)要(yao)求(qiu)去(qu)審(shen)題(ti)、選(xuan)材、組材和(he)(he)表達。

實踐(jian)證明：教學供(gong)材(cai)作文(wen)，指導(dao)學生(sheng)根據(ju)所(suo)(suo)供(gong)材(cai)料，提(ti)煉(lian)出自己有所(suo)(suo)認識并且(qie)能(neng)夠論證清(qing)楚(chu)的(de)一個(ge)(ge)(ge)論點(dian)，是學生(sheng)通過習作提(ti)高閱讀分(fen)析(xi)能(neng)力(li)和議論表達能(neng)力(li)的(de)前提(ti)。怎樣根據(ju)所(suo)(suo)供(gong)材(cai)料，提(ti)煉(lian)出一個(ge)(ge)(ge)論點(dian)，有一個(ge)(ge)(ge)思維導(dao)向的(de)問題。

按照提煉論點的思(si)維方(fang)向分類(lei)，大體(ti)上有以下四種導向形式(shi)：

一、順向思維

“原材(cai)料(liao)(liao)”是(shi)正(zheng)面(mian)褒揚(yang)的(de)(de)(de)實例，而且(qie)作(zuo)文(wen)命(ming)題(ti)是(shi)正(zheng)面(mian)判斷句(ju)式或短語。這(zhe)樣的(de)(de)(de)供材(cai)作(zuo)文(wen)，學(xue)(xue)(xue)(xue)生閱讀“原材(cai)料(liao)(liao)”后(hou)的(de)(de)(de)思(si)維特征，大部分是(shi)調動自己(ji)感(gan)覺、知覺的(de)(de)(de)同類材(cai)料(liao)(liao)，去論(lun)證標題(ti)確定(ding)的(de)(de)(de)論(lun)點：一(yi)般(ban)很難(nan)提煉出(chu)一(yi)個(ge)既(ji)切合(he)題(ti)旨，又有新意(yi)的(de)(de)(de)論(lun)點。在“導向(xiang)(xiang)”教(jiao)學(xue)(xue)(xue)(xue)中，可以(yi)循著“原材(cai)料(liao)(liao)”的(de)(de)(de)直接指向(xiang)(xiang)，指導學(xue)(xue)(xue)(xue)生作(zuo)順(shun)向(xiang)(xiang)思(si)維，使(shi)學(xue)(xue)(xue)(xue)生自然地說出(chu)相似的(de)(de)(de)材(cai)料(liao)(liao)和(he)自己(ji)的(de)(de)(de)看法。他(ta)(ta)們(men)(men)這(zhe)樣說，不(bu)(bu)會感(gan)到(dao)困難(nan)。譬如寫供材(cai)作(zuo)文(wen)《愿(yuan)做(zuo)造(zao)橋(qiao)(qiao)人(ren)(ren)》，他(ta)(ta)們(men)(men)能讀懂(dong)提供的(de)(de)(de)材(cai)料(liao)(liao)：茅以(yi)升(sheng)從(cong)小立志為祖(zu)國“造(zao)出(chu)長(chang)久不(bu)(bu)倒的(de)(de)(de)堅固大橋(qiao)(qiao)”，經幾十年(nian)奮斗，終成著名橋(qiao)(qiao)梁專家(jia)。他(ta)(ta)們(men)(men)也會從(cong)此例聯想(xiang)(xiang)到(dao)茅以(yi)升(sheng)成才(cai)后(hou)的(de)(de)(de)事(shi)跡（如造(zao)南(nan)京長(chang)江大橋(qiao)(qiao)），聯想(xiang)(xiang)到(dao)類似名人(ren)(ren)成才(cai)創(chuang)業(ye)的(de)(de)(de)事(shi)跡。教(jiao)師針對學(xue)(xue)(xue)(xue)生“順(shun)向(xiang)(xiang)思(si)維”表達的(de)(de)(de)看法，引導他(ta)(ta)們(men)(men)提煉出(chu)一(yi)個(ge)符合(he)他(ta)(ta)們(men)(men)認識(shi)實際的(de)(de)(de)論(lun)點，就(jiu)不(bu)(bu)是(shi)困難(nan)的(de)(de)(de)事(shi)了(le)。有同學(xue)(xue)(xue)(xue)可在“順(shun)向(xiang)(xiang)思(si)維”的(de)(de)(de)過程中，提煉出(chu)不(bu)(bu)同一(yi)般(ban)的(de)(de)(de)見解：我愿(yuan)人(ren)(ren)際和(he)諧，做(zuo)一(yi)個(ge)架設友誼之橋(qiao)(qiao)的(de)(de)(de)人(ren)(ren)。“我學(xue)(xue)(xue)(xue)茅以(yi)升(sheng)、更學(xue)(xue)(xue)(xue)上海造(zao)橋(qiao)(qiao)人(ren)(ren)。”大多能扣住“愿(yuan)”、“做(zuo)”兩字進行論(lun)述，傳輸(shu)出(chu)較活潑的(de)(de)(de)時代(dai)氣息。

二、反向思維

供(gong)(gong)材(cai)(cai)作(zuo)(zuo)(zuo)文的(de)(de)(de)(de)(de)(de)(de)“原材(cai)(cai)料(liao)(liao)”如(ru)果是(shi)反(fan)面(mian)事例(li)，或者(zhe)(zhe)是(shi)對所供(gong)(gong)材(cai)(cai)料(liao)(liao)以(yi)(yi)問(wen)句形(xing)式命(ming)題(ti)(ti)的(de)(de)(de)(de)(de)(de)(de)，學(xue)(xue)(xue)生的(de)(de)(de)(de)(de)(de)(de)思(si)維如(ru)果是(shi)“順向(xiang)”的(de)(de)(de)(de)(de)(de)(de)，往(wang)往(wang)是(shi)追究(jiu)“反(fan)例(li)”的(de)(de)(de)(de)(de)(de)(de)根源，或者(zhe)(zhe)一(yi)(yi)(yi)(yi)味地(di)對“原材(cai)(cai)料(liao)(liao)”質(zhi)疑，而容易因(yin)閱(yue)歷和(he)認(ren)識(shi)(shi)(shi)的(de)(de)(de)(de)(de)(de)(de)局限性(xing)，可(ke)能(neng)作(zuo)(zuo)(zuo)出片面(mian)的(de)(de)(de)(de)(de)(de)(de)偏激的(de)(de)(de)(de)(de)(de)(de)結(jie)論(lun)(lun)。那(nei)么，一(yi)(yi)(yi)(yi)般(ban)的(de)(de)(de)(de)(de)(de)(de)同(tong)學(xue)(xue)(xue)就(jiu)會提(ti)(ti)出一(yi)(yi)(yi)(yi)個(ge)帶片面(mian)性(xing)的(de)(de)(de)(de)(de)(de)(de)甚至是(shi)不(bu)(bu)(bu)太正(zheng)(zheng)確的(de)(de)(de)(de)(de)(de)(de)論(lun)(lun)點(dian)。這(zhe)類供(gong)(gong)材(cai)(cai)作(zuo)(zuo)(zuo)文，教師(shi)應首先做好(hao)提(ti)(ti)煉論(lun)(lun)點(dian)的(de)(de)(de)(de)(de)(de)(de)導向(xiang)工作(zuo)(zuo)(zuo)。我(wo)認(ren)為，主要應抓(zhua)住(zhu)兩點(dian)：一(yi)(yi)(yi)(yi)是(shi)引導學(xue)(xue)(xue)生對論(lun)(lun)題(ti)(ti)作(zuo)(zuo)(zuo)正(zheng)(zheng)確的(de)(de)(de)(de)(de)(de)(de)分析，提(ti)(ti)高思(si)想(xiang)認(ren)識(shi)(shi)(shi)；二是(shi)結(jie)合“原材(cai)(cai)料(liao)(liao)”進行(xing)“逆(ni)(ni)向(xiang)思(si)維”的(de)(de)(de)(de)(de)(de)(de)指導。去年在(zai)大力宣傳“科(ke)(ke)(ke)技(ji)是(shi)第一(yi)(yi)(yi)(yi)生產力”這(zhe)個(ge)的(de)(de)(de)(de)(de)(de)(de)觀(guan)點(dian)時，同(tong)時也披露了(le)一(yi)(yi)(yi)(yi)些(xie)忽視科(ke)(ke)(ke)技(ji)工作(zuo)(zuo)(zuo)的(de)(de)(de)(de)(de)(de)(de)現象。《解放日報》曾登過一(yi)(yi)(yi)(yi)則消(xiao)息：某鄉(xiang)鎮(zhen)企(qi)業(ye)由于產品(pin)不(bu)(bu)(bu)對路，沒有經(jing)(jing)費研制(zhi)新產品(pin)，科(ke)(ke)(ke)技(ji)人員不(bu)(bu)(bu)得(de)不(bu)(bu)(bu)改行(xing)。最后提(ti)(ti)出一(yi)(yi)(yi)(yi)個(ge)問(wen)題(ti)(ti)：“靠(kao)科(ke)(ke)(ke)技(ji)振(zhen)興(xing)經(jing)(jing)濟難道只(zhi)是(shi)一(yi)(yi)(yi)(yi)句空(kong)話(hua)？”老師(shi)就(jiu)以(yi)(yi)這(zhe)一(yi)(yi)(yi)(yi)問(wen)句作(zuo)(zuo)(zuo)題(ti)(ti)，出了(le)一(yi)(yi)(yi)(yi)個(ge)供(gong)(gong)材(cai)(cai)作(zuo)(zuo)(zuo)文題(ti)(ti)目(mu)(mu)，在(zai)指導教學(xue)(xue)(xue)中，首先抓(zhua)住(zhu)題(ti)(ti)中“科(ke)(ke)(ke)技(ji)振(zhen)興(xing)經(jing)(jing)濟”這(zhe)個(ge)短語，引導學(xue)(xue)(xue)生運用已學(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)政治經(jing)(jing)濟學(xue)(xue)(xue)常識(shi)(shi)(shi)，聯系中外有關的(de)(de)(de)(de)(de)(de)(de)實例(li)，分析“科(ke)(ke)(ke)技(ji)”與“經(jing)(jing)濟”的(de)(de)(de)(de)(de)(de)(de)相輔相成的(de)(de)(de)(de)(de)(de)(de)關系，再進一(yi)(yi)(yi)(yi)步認(ren)識(shi)(shi)(shi)科(ke)(ke)(ke)技(ji)對發(fa)展經(jing)(jing)濟的(de)(de)(de)(de)(de)(de)(de)關鍵(jian)作(zuo)(zuo)(zuo)用。然后，用這(zhe)些(xie)認(ren)識(shi)(shi)(shi)去分析“原材(cai)(cai)料(liao)(liao)”，就(jiu)把學(xue)(xue)(xue)生“追根”和(he)“質(zhi)疑”，從反(fan)面(mian)“逆(ni)(ni)向(xiang)”地(di)引導到“如(ru)何解決這(zhe)一(yi)(yi)(yi)(yi)類問(wen)題(ti)(ti)”上，對文題(ti)(ti)中“只(zhi)是(shi)一(yi)(yi)(yi)(yi)句空(kong)話(hua)嗎？”作(zuo)(zuo)(zuo)出正(zheng)(zheng)面(mian)的(de)(de)(de)(de)(de)(de)(de)、積(ji)極(ji)的(de)(de)(de)(de)(de)(de)(de)回答。經(jing)(jing)過“逆(ni)(ni)向(xiang)思(si)維”，學(xue)(xue)(xue)生大多(duo)能(neng)提(ti)(ti)煉出較正(zheng)(zheng)確較切實的(de)(de)(de)(de)(de)(de)(de)論(lun)(lun)點(dian)，如(ru)“發(fa)展科(ke)(ke)(ke)技(ji)要有長遠(yuan)目(mu)(mu)標，振(zhen)興(xing)經(jing)(jing)濟才不(bu)(bu)(bu)是(shi)一(yi)(yi)(yi)(yi)句空(kong)話(hua)”、“靠(kao)科(ke)(ke)(ke)技(ji)振(zhen)興(xing)經(jing)(jing)濟，必須因(yin)時、因(yin)地(di)制(zhi)宜”、“科(ke)(ke)(ke)技(ji)人才對路，經(jing)(jing)濟發(fa)展才能(neng)對路”等(deng)。

三、雙向思維

供(gong)材(cai)(cai)作(zuo)文中，有(you)(you)很多含蓄(xu)顯示論(lun)(lun)點(dian)(dian)(dian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)客觀(guan)性命題(ti)，如《談談“擇善而(er)(er)從”》、《議“東施第二次仿效西施”》、《學(xue)(xue)(xue)然后知不足(zu)》、《徐洪(hong)剛的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)生(sheng)(sheng)(sheng)命價值》這(zhe)(zhe)是傾向(xiang)于(yu)褒揚的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)；《說“生(sheng)(sheng)(sheng)日熱”》、《漫話“自(zi)卑(bei)沒有(you)(you)出(chu)路”》、《東坡錯改詩》是傾向(xiang)于(yu)批評的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)；《“我(wo)要(yao)學(xue)(xue)(xue)”與“要(yao)我(wo)學(xue)(xue)(xue)”》、《從課內到課外》、《“愛”的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)利弊》是從比較(jiao)中見褒貶(bian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)。在指(zhi)導他(ta)們(men)閱讀、分(fen)析“原(yuan)(yuan)材(cai)(cai)料(liao)”時，注(zhu)重從相(xiang)反(fan)或相(xiang)對(dui)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)兩(liang)個起(qi)點(dian)(dian)(dian)進(jin)行“雙(shuang)向(xiang)”思(si)維的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)導向(xiang)教(jiao)學(xue)(xue)(xue)，對(dui)他(ta)們(men)結合(he)實(shi)際(ji)，提(ti)高分(fen)析問(wen)題(ti)、認識問(wen)題(ti)、解決問(wen)題(ti)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)能(neng)力，會有(you)(you)幫助。同時為他(ta)們(men)提(ti)煉(lian)出(chu)一(yi)個自(zi)己能(neng)把(ba)握的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)論(lun)(lun)點(dian)(dian)(dian)創(chuang)造了條件。對(dui)此(ci)類供(gong)材(cai)(cai)作(zuo)文的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)“雙(shuang)向(xiang)”思(si)維導向(xiang)，既(ji)要(yao)達到幫助學(xue)(xue)(xue)生(sheng)(sheng)(sheng)由(you)“原(yuan)(yuan)材(cai)(cai)料(liao)”提(ti)煉(lian)出(chu)正確論(lun)(lun)點(dian)(dian)(dian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)目的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)，又不要(yao)束縛學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)思(si)想(xiang)而(er)(er)有(you)(you)利于(yu)他(ta)們(men)從自(zi)己的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)際(ji)出(chu)發(fa)，打(da)開(kai)思(si)路。必須(xu)注(zhu)意(yi)以(yi)(yi)(yi)下(xia)三(san)點(dian)(dian)(dian)：（一(yi)）對(dui)“原(yuan)(yuan)材(cai)(cai)料(liao)”的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)分(fen)析，要(yao)以(yi)(yi)(yi)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)充分(fen)發(fa)表(biao)自(zi)己的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)看法為依據，以(yi)(yi)(yi)便做到“思(si)維導向(xiang)”的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)有(you)(you)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)放矢：（二）由(you)正而(er)(er)反(fan)或由(you)反(fan)而(er)(er)正，從一(yi)方(fang)(fang)面到另一(yi)方(fang)(fang)面的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)“雙(shuang)向(xiang)思(si)維”引(yin)導，必須(xu)以(yi)(yi)(yi)原(yuan)(yuan)作(zuo)文命題(ti)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)傾向(xiang)為重點(dian)(dian)(dian)，即使是“從比較(jiao)中見褒貶(bian)”的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)命題(ti)，也不可平均用力，而(er)(er)須(xu)有(you)(you)側重點(dian)(dian)(dian)：（三(san)）要(yao)允許學(xue)(xue)(xue)生(sheng)(sheng)(sheng)從自(zi)己的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)際(ji)出(chu)發(fa)，在“雙(shuang)向(xiang)思(si)維”過程中，提(ti)煉(lian)出(chu)反(fan)映論(lun)(lun)題(ti)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)新穎論(lun)(lun)點(dian)(dian)(dian)，但(dan)對(dui)其(qi)因(yin)個人體會局(ju)限而(er)(er)表(biao)述片面的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)文句(ju)，必須(xu)作(zuo)引(yin)導，再(zai)加提(ti)煉(lian)，直至表(biao)述的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)論(lun)(lun)點(dian)(dian)(dian)理正句(ju)順為止。抓住(zhu)這(zhe)(zhe)三(san)點(dian)(dian)(dian)，通(tong)過一(yi)兩(liang)個學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)典型指(zhi)導，對(dui)其(qi)他(ta)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)依據“原(yuan)(yuan)材(cai)(cai)料(liao)”，結合(he)本(ben)人實(shi)際(ji)，提(ti)煉(lian)出(chu)切(qie)合(he)題(ti)意(yi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)論(lun)(lun)點(dian)(dian)(dian)。

四、多向思維

所謂“多向(xiang)思(si)維(wei)”，實質(zhi)上是指(zhi)使思(si)考中信(xin)(xin)息(xi)(xi)朝多種可(ke)(ke)能的(de)(de)方向(xiang)擴散，以引出更多的(de)(de)新(xin)信(xin)(xin)息(xi)(xi)的(de)(de)發散性(xing)思(si)維(wei)。不(bu)過，在供材(cai)(cai)(cai)作(zuo)文的(de)(de)指(zhi)導(dao)中，由于受(shou)到(dao)“原(yuan)(yuan)材(cai)(cai)(cai)料”和(he)(he)作(zuo)文命題的(de)(de)限制，是不(bu)可(ke)(ke)能“任其自然”的(de)(de)。進(jin)行“多向(xiang)思(si)維(wei)”導(dao)向(xiang)的(de)(de)供材(cai)(cai)(cai)作(zuo)文指(zhi)導(dao)，也要針對“原(yuan)(yuan)材(cai)(cai)(cai)料”與(yu)“命題”的(de)(de)特點來(lai)選定。這類供材(cai)(cai)(cai)作(zuo)文，多數(shu)在“材(cai)(cai)(cai)”和(he)(he)“題”上就不(bu)拘泥于一個(ge)指(zhi)向(xiang)，不(bu)局限于一個(ge)既定的(de)(de)理解(jie)，給(gei)學生留有可(ke)(ke)作(zuo)出切題的(de)(de)多種解(jie)答，可(ke)(ke)作(zuo)求異創新(xin)論述的(de)(de)余地(di)。

有這樣(yang)一(yi)(yi)道(dao)作(zuo)文(wen)題就只提供一(yi)(yi)幅漫(man)畫(hua)（見下圖），要求(qiu)學生(sheng)“先仔細觀察漫(man)畫(hua)、理(li)(li)解(jie)畫(hua)中寓意，然后，聯系社(she)會現象，根據個人認(ren)識，寫(xie)出(chu)一(yi)(yi)個看法（論(lun)點(dian)）并具體地(di)寫(xie)出(chu)理(li)(li)由(you)（論(lun)據），自擬作(zuo)文(wen)題，寫(xie)300字左(zuo)右(you)即可。”

死里逃生

（附圖{圖}）

篇6

一、操作方法

（一(yi)(yi)）提前(qian)布(bu)置(zhi)，充分準備(bei)。以一(yi)(yi)天(tian)一(yi)(yi)個為(wei)主(zhu)，有時可幾人(ren)合(he)作。演(yan)講(jiang)(jiang)人(ren)員、演(yan)講(jiang)(jiang)順序由教師或課代表提前(qian)安排。演(yan)講(jiang)(jiang)內(nei)容(rong)由教師根據現階段教學內(nei)容(rong)指定范圍(wei)，由學生選定。

（二）恰當(dang)點評，鼓勵(li)為主。每次演(yan)講(jiang)完，教師簡要點評。教師點評時要承認差異(yi)，尊重個性。對成(cheng)功的(de)演(yan)講(jiang)從(cong)內容和演(yan)講(jiang)技巧方面，進(jin)行充(chong)分的(de)肯定，讓參與者享受成(cheng)功的(de)愉悅；對于(yu)不太成(cheng)功的(de)演(yan)講(jiang)，教師要從(cong)中發(fa)現閃光點，讓演(yan)講(jiang)者體會到小小的(de)成(cheng)功，讓學生在自信中成(cheng)長。

（三）控制(zhi)時(shi)間，靈活把(ba)握。一般說來，演講的時(shi)間應掌握在五分鐘(zhong)之內(nei)，時(shi)間過短不(bu)足以(yi)把(ba)問(wen)題講明(ming)白；時(shi)間過長則容易喧賓奪(duo)主(zhu)，影(ying)響(xiang)其他教學(xue)環節(jie)。

二、演講內容

（一）名人演講(jiang)稿(gao)。演講(jiang)的(de)材料必須是高質(zhi)量，有新(xin)意的(de)。因為它要成為學(xue)生(sheng)學(xue)習語言的(de)典(dian)范。可選一些(xie)中外名人優(you)秀演講(jiang)稿(gao)演講(jiang)，這(zhe)樣于人于己，于學(xue)習于做人都是好的(de)方式。選文長了可節選，也(ye)可連續接力播報。

（二）各類故事(shi)。故事(shi)是吸引人的(de)文字，往往意味深長，寓(yu)意深刻，是較好的(de)課(ke)前演(yan)講材料，它能一下子抓住學生(sheng)(sheng)的(de)注(zhu)意力(li)，從而讓學生(sheng)(sheng)投入到(dao)課(ke)堂學習中去；也可以有效地拓寬他們的(de)視野，陶冶情操。

（三）經典散文。欣(xin)賞(shang)文質優(you)美(mei)的散文，是學(xue)生積累語言的重要渠道(dao)，是提高語言文字水平的有效方法。畢淑敏、劉墉、余(yu)秋(qiu)雨(yu)等名家的作品(pin)，富有哲理、文質兼美(mei)，是學(xue)生品(pin)讀的美(mei)味佳肴(yao)，修(xiu)身養性的補(bu)品(pin)。

（四）滿(man)(man)分(fen)作文。在不同的(de)年級，選些(xie)與初(chu)中(zhong)作文教學(xue)(xue)(xue)相關的(de)學(xue)(xue)(xue)生(sheng)滿(man)(man)分(fen)作文作為寫(xie)作的(de)范文，可及時地給(gei)學(xue)(xue)(xue)生(sheng)提供文體模式的(de)參考(kao)。如，學(xue)(xue)(xue)說明文時，讓(rang)學(xue)(xue)(xue)生(sheng)找(zhao)些(xie)滿(man)(man)分(fen)作文中(zhong)的(de)說明文演講，增進他們對說明文的(de)感性認識(shi)。

（五）詩(shi)詞賞析(xi)。語言精辟，內(nei)涵豐富的(de)詩(shi)詞賞析(xi)美文。既可讓學生吸收寫(xie)作靈氣，又可為閱(yue)讀鑒賞提供(gong)參考(kao)，能(neng)有效地提高閱(yue)讀鑒賞水平(ping)。對提升學生的(de)語文品(pin)味有不可忽視的(de)好處。

（六）時事新聞。到(dao)初(chu)三時，要學習議論文的(de)(de)寫作(zuo)，需要收集廣泛(fan)的(de)(de)論據。此時，引(yin)入(ru)一些重大(da)新聞事件到(dao)課堂來演(yan)講，是非常(chang)必要的(de)(de)。可以(yi)有效地積(ji)累作(zuo)文素材，儲備(bei)議論文的(de)(de)時新論據，為寫議論文鋪平(ping)道路。

三、演講形式

（一）宣讀式(shi)：為了不(bu)過分加重學生(sheng)負擔，演講一般可不(bu)脫稿。但(dan)要求(qiu)流暢，感情充沛。這種訓練可以常(chang)規使用。如演講滿分作文(wen)、新(xin)聞事件(jian)、中外優秀散文(wen)等均可以如此。

（二(er)）訪(fang)談(tan)式：選定一(yi)個大(da)家熟(shu)悉、關注的(de)話題(ti)(ti)，由(you)一(yi)個學(xue)(xue)生以采訪(fang)形式，采訪(fang)其他同學(xue)(xue)，暢(chang)談(tan)對該問題(ti)(ti)的(de)看法、感想。如“中學(xue)(xue)生該不該談(tan)戀愛”，“朋友借錢不還，我該怎(zen)么辦(ban)”等，由(you)課代表組織(zhi)準備。可以鍛(duan)煉學(xue)(xue)生的(de)思(si)維分析(xi)能力(li)，也有利于學(xue)(xue)生樹(shu)立正確的(de)人生觀、價值(zhi)觀。

（三）辯(bian)論(lun)式：指定大家感興趣的(de)、特(te)別是(shi)學生中最(zui)希望探討的(de)，以及課文中有爭(zheng)議的(de)問題(ti)，提前讓學生自(zi)由組合(he)成(cheng)正反兩(liang)方，著(zhu)手準備公(gong)開辯(bian)論(lun)。如，學完《羚羊木雕》一文，可布置“我”方與“父(fu)母”方的(de)辯(bian)論(lun)會，辯(bian)論(lun)“到底該不該要回羚羊木雕”這一論(lun)題(ti)。

（四）表演式：這(zhe)種訓練一般不用，畢竟(jing)學(xue)生(sheng)準備(bei)的(de)時間較長(chang)。初中高年級，表演能力強了可以使(shi)用。例如，在學(xue)完課(ke)文之后，課(ke)本劇表演、課(ke)文片段表演；看到社(she)會現象，真(zhen)實(shi)地演繹(yi)。

篇7

1. 利用英語(yu)報刊培(pei)養(yang)(yang)學生(sheng)的文化素(su)養(yang)(yang)

掌(zhang)握(wo)一(yi)(yi)(yi)(yi)門語言(yan)，很重要的(de)(de)(de)(de)(de)(de)一(yi)(yi)(yi)(yi)個方(fang)面是形成和(he)提高(gao)(gao)(gao)文(wen)化(hua)(hua)意識，因(yin)此(ci)，在英(ying)(ying)(ying)語教(jiao)學(xue)(xue)中(zhong)(zhong)(zhong)，教(jiao)師(shi)(shi)要有意識地(di)培養學(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)(de)英(ying)(ying)(ying)語文(wen)化(hua)(hua)素養，使(shi)學(xue)(xue)生(sheng)(sheng)了解(jie)英(ying)(ying)(ying)美國(guo)(guo)家(jia)(jia)(jia)的(de)(de)(de)(de)(de)(de)風俗習(xi)慣(guan)、地(di)域文(wen)化(hua)(hua)、歷史發(fa)展，以(yi)及行為(wei)(wei)方(fang)式等。雖(sui)然高(gao)(gao)(gao)中(zhong)(zhong)(zhong)英(ying)(ying)(ying)語教(jiao)材中(zhong)(zhong)(zhong)收錄了一(yi)(yi)(yi)(yi)些關(guan)于(yu)英(ying)(ying)(ying)美國(guo)(guo)家(jia)(jia)(jia)文(wen)化(hua)(hua)特征的(de)(de)(de)(de)(de)(de)內容(rong)，但是不(bu)夠全面和(he)完整，不(bu)能滿(man)足學(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)(de)學(xue)(xue)習(xi)需求。而一(yi)(yi)(yi)(yi)些根據(ju)高(gao)(gao)(gao)中(zhong)(zhong)(zhong)生(sheng)(sheng)閱讀(du)水平和(he)需求編寫的(de)(de)(de)(de)(de)(de)英(ying)(ying)(ying)文(wen)報(bao)刊中(zhong)(zhong)(zhong)提供了豐富的(de)(de)(de)(de)(de)(de)信息資訊，如《二十一(yi)(yi)(yi)(yi)世紀學(xue)(xue)生(sheng)(sheng)英(ying)(ying)(ying)文(wen)報(bao)》以(yi)高(gao)(gao)(gao)中(zhong)(zhong)(zhong)生(sheng)(sheng)掌(zhang)握(wo)的(de)(de)(de)(de)(de)(de)英(ying)(ying)(ying)語詞匯為(wei)(wei)基礎，收錄了許多集趣味(wei)性、真實(shi)性和(he)可讀(du)性為(wei)(wei)一(yi)(yi)(yi)(yi)體的(de)(de)(de)(de)(de)(de)內容(rong)，其(qi)以(yi)報(bao)道(dao)國(guo)(guo)內外的(de)(de)(de)(de)(de)(de)新(xin)聞熱(re)點(dian)和(he)文(wen)化(hua)(hua)娛樂為(wei)(wei)主，新(xin)聞報(bao)道(dao)的(de)(de)(de)(de)(de)(de)內容(rong)貼近高(gao)(gao)(gao)中(zhong)(zhong)(zhong)生(sheng)(sheng)的(de)(de)(de)(de)(de)(de)學(xue)(xue)習(xi)和(he)生(sheng)(sheng)活(huo)，符合他(ta)們的(de)(de)(de)(de)(de)(de)閱讀(du)需求，而且(qie)具有鮮明的(de)(de)(de)(de)(de)(de)時代特色。這份報(bao)刊用原(yuan)汁(zhi)原(yuan)味(wei)的(de)(de)(de)(de)(de)(de)語言(yan)、國(guo)(guo)家(jia)(jia)(jia)化(hua)(hua)的(de)(de)(de)(de)(de)(de)實(shi)業(ye)、思辨的(de)(de)(de)(de)(de)(de)態(tai)度為(wei)(wei)廣(guang)大高(gao)(gao)(gao)中(zhong)(zhong)(zhong)生(sheng)(sheng)開辟了一(yi)(yi)(yi)(yi)個了解(jie)各(ge)國(guo)(guo)文(wen)化(hua)(hua)的(de)(de)(de)(de)(de)(de)窗(chuang)口，同(tong)時讓學(xue)(xue)生(sheng)(sheng)了解(jie)到了地(di)道(dao)的(de)(de)(de)(de)(de)(de)英(ying)(ying)(ying)語和(he)西(xi)方(fang)國(guo)(guo)家(jia)(jia)(jia)的(de)(de)(de)(de)(de)(de)文(wen)化(hua)(hua)習(xi)俗和(he)風土人情(qing)。因(yin)此(ci)，在高(gao)(gao)(gao)中(zhong)(zhong)(zhong)英(ying)(ying)(ying)語教(jiao)學(xue)(xue)中(zhong)(zhong)(zhong)，教(jiao)師(shi)(shi)要善于(yu)利用英(ying)(ying)(ying)語報(bao)刊，使(shi)學(xue)(xue)生(sheng)(sheng)通(tong)過閱讀(du)英(ying)(ying)(ying)語報(bao)刊來了解(jie)原(yuan)汁(zhi)原(yuan)味(wei)的(de)(de)(de)(de)(de)(de)西(xi)方(fang)文(wen)化(hua)(hua)，在提高(gao)(gao)(gao)高(gao)(gao)(gao)中(zhong)(zhong)(zhong)生(sheng)(sheng)英(ying)(ying)(ying)語文(wen)化(hua)(hua)素養的(de)(de)(de)(de)(de)(de)同(tong)時，促進(jin)他(ta)們英(ying)(ying)(ying)語表(biao)達能力的(de)(de)(de)(de)(de)(de)提升。

2. 引導學生閱讀各種體裁和題材(cai)的文章

近年來(lai)，高考閱讀(du)(du)(du)理(li)解的(de)(de)(de)選材(cai)(cai)越(yue)(yue)來(lai)越(yue)(yue)多樣化，涉及的(de)(de)(de)范圍(wei)越(yue)(yue)來(lai)越(yue)(yue)廣泛，既有地(di)理(li)、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)學(xue)(xue)、歷(li)史、生(sheng)(sheng)(sheng)活現象和(he)(he)科普等多種題(ti)材(cai)(cai)，也有記(ji)(ji)敘文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)、說明文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)、書信、議論文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)、應用(yong)(yong)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)等多種體裁(cai)。但(dan)是(shi)學(xue)(xue)生(sheng)(sheng)(sheng)從課堂上(shang)接(jie)觸到(dao)的(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)章數量(liang)有限，而且文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)章的(de)(de)(de)題(ti)材(cai)(cai)和(he)(he)體裁(cai)范圍(wei)也有限，導致學(xue)(xue)生(sheng)(sheng)(sheng)在考試中遇(yu)到(dao)自己不(bu)(bu)熟(shu)悉的(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)章時，會有很大(da)的(de)(de)(de)理(li)解難度(du)。因此(ci)，教(jiao)(jiao)師(shi)應當多讓(rang)學(xue)(xue)生(sheng)(sheng)(sheng)閱讀(du)(du)(du)英(ying)(ying)(ying)語報(bao)刊，掌握不(bu)(bu)同(tong)題(ti)材(cai)(cai)、不(bu)(bu)同(tong)體裁(cai)的(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)章的(de)(de)(de)閱讀(du)(du)(du)技巧和(he)(he)策略。首先，教(jiao)(jiao)師(shi)應讓(rang)學(xue)(xue)生(sheng)(sheng)(sheng)閱讀(du)(du)(du)不(bu)(bu)同(tong)題(ti)材(cai)(cai)的(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)章，從報(bao)刊中選擇一些介紹英(ying)(ying)(ying)美國家文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)化歷(li)史和(he)(he)風俗(su)習慣的(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)章。比(bi)如，為(wei)了(le)讓(rang)學(xue)(xue)生(sheng)(sheng)(sheng)了(le)解西方節日――“萬圣節”，教(jiao)(jiao)師(shi)可以讓(rang)學(xue)(xue)生(sheng)(sheng)(sheng)閱讀(du)(du)(du)《二(er)十(shi)一世紀英(ying)(ying)(ying)語報(bao)》的(de)(de)(de)197期中的(de)(de)(de)“Plan ahead to throw the best Halloween party！”并設(she)置一些問題(ti)讓(rang)學(xue)(xue)生(sheng)(sheng)(sheng)讀(du)(du)(du)完后回答。其次，教(jiao)(jiao)師(shi)應當多讓(rang)學(xue)(xue)生(sheng)(sheng)(sheng)接(jie)觸不(bu)(bu)同(tong)體裁(cai)的(de)(de)(de)英(ying)(ying)(ying)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)章。比(bi)如，閱讀(du)(du)(du)記(ji)(ji)敘文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)，應讓(rang)學(xue)(xue)生(sheng)(sheng)(sheng)抓(zhua)住記(ji)(ji)事的(de)(de)(de)“五要素”；閱讀(du)(du)(du)說明文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)和(he)(he)應用(yong)(yong)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)，應讓(rang)學(xue)(xue)生(sheng)(sheng)(sheng)尋(xun)找關鍵(jian)詞句(ju)，以及理(li)清上(shang)線文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)的(de)(de)(de)關系；閱讀(du)(du)(du)議論文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)，應當讓(rang)學(xue)(xue)生(sheng)(sheng)(sheng)找出文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)章具有代表(biao)性的(de)(de)(de)觀點，以及相關的(de)(de)(de)論據和(he)(he)論證過程。總之，教(jiao)(jiao)師(shi)要利用(yong)(yong)英(ying)(ying)(ying)語報(bao)刊中不(bu)(bu)同(tong)體裁(cai)和(he)(he)題(ti)材(cai)(cai)的(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)章，來(lai)擴大(da)學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)閱讀(du)(du)(du)范圍(wei)，增(zeng)加閱讀(du)(du)(du)的(de)(de)(de)趣味性，使學(xue)(xue)生(sheng)(sheng)(sheng)在有效的(de)(de)(de)訓練(lian)中提(ti)(ti)高閱讀(du)(du)(du)能力(li)，進而促進他(ta)們(men)英(ying)(ying)(ying)語綜合運用(yong)(yong)能力(li)的(de)(de)(de)提(ti)(ti)升(sheng)。

3. 鼓勵學生(sheng)分享閱讀成果(guo)，促進他們的共學生(sheng)習

利用英(ying)(ying)語(yu)報(bao)刊(kan)(kan)提(ti)高(gao)高(gao)中(zhong)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)英(ying)(ying)語(yu)閱讀(du)(du)(du)(du)能(neng)(neng)力(li)，不(bu)僅要(yao)培(pei)養他(ta)(ta)們(men)的(de)(de)(de)(de)閱讀(du)(du)(du)(du)技巧，增加他(ta)(ta)們(men)的(de)(de)(de)(de)閱讀(du)(du)(du)(du)量(liang)，還(huan)要(yao)引導學(xue)(xue)生(sheng)(sheng)(sheng)升華對報(bao)刊(kan)(kan)文(wen)章的(de)(de)(de)(de)理解，最有(you)(you)效(xiao)的(de)(de)(de)(de)方法就是給(gei)學(xue)(xue)生(sheng)(sheng)(sheng)創設探討(tao)(tao)交(jiao)流的(de)(de)(de)(de)機會(hui)，使他(ta)(ta)們(men)將(jiang)自(zi)己從報(bao)刊(kan)(kan)上(shang)閱讀(du)(du)(du)(du)到(dao)(dao)的(de)(de)(de)(de)新鮮內容(rong)(rong)、有(you)(you)趣(qu)的(de)(de)(de)(de)故(gu)事、生(sheng)(sheng)(sheng)活(huo)常(chang)識、社會(hui)現象等分(fen)享給(gei)學(xue)(xue)生(sheng)(sheng)(sheng)，這種共(gong)同學(xue)(xue)習有(you)(you)助于學(xue)(xue)生(sheng)(sheng)(sheng)英(ying)(ying)語(yu)知識的(de)(de)(de)(de)拓展和能(neng)(neng)力(li)的(de)(de)(de)(de)提(ti)高(gao)，而且分(fen)享閱讀(du)(du)(du)(du)成(cheng)果(guo)的(de)(de)(de)(de)學(xue)(xue)生(sheng)(sheng)(sheng)會(hui)油然而生(sheng)(sheng)(sheng)一(yi)種自(zi)豪感和愉悅感，而沒有(you)(you)成(cheng)果(guo)可以(yi)分(fen)享的(de)(de)(de)(de)學(xue)(xue)生(sheng)(sheng)(sheng)則會(hui)產生(sheng)(sheng)(sheng)緊迫(po)感和一(yi)定的(de)(de)(de)(de)壓力(li)，他(ta)(ta)們(men)會(hui)自(zi)覺(jue)地開(kai)展課(ke)外閱讀(du)(du)(du)(du)，學(xue)(xue)習英(ying)(ying)文(wen)報(bao)刊(kan)(kan)上(shang)的(de)(de)(de)(de)內容(rong)(rong)，以(yi)便在以(yi)后的(de)(de)(de)(de)討(tao)(tao)論(lun)交(jiao)流中(zhong)，能(neng)(neng)夠將(jiang)自(zi)己的(de)(de)(de)(de)閱讀(du)(du)(du)(du)體(ti)會(hui)和收獲分(fen)享給(gei)其他(ta)(ta)學(xue)(xue)生(sheng)(sheng)(sheng)。此外，由于要(yao)將(jiang)英(ying)(ying)文(wen)報(bao)刊(kan)(kan)上(shang)的(de)(de)(de)(de)內容(rong)(rong)與學(xue)(xue)生(sheng)(sheng)(sheng)相(xiang)互分(fen)享，所以(yi)學(xue)(xue)生(sheng)(sheng)(sheng)在閱讀(du)(du)(du)(du)報(bao)刊(kan)(kan)時會(hui)非常(chang)仔(zi)細和認知，并做相(xiang)應的(de)(de)(de)(de)記錄，這在一(yi)定程度生(sheng)(sheng)(sheng)促進了學(xue)(xue)生(sheng)(sheng)(sheng)閱讀(du)(du)(du)(du)理解能(neng)(neng)力(li)的(de)(de)(de)(de)提(ti)高(gao)。讓學(xue)(xue)生(sheng)(sheng)(sheng)共(gong)享英(ying)(ying)文(wen)報(bao)刊(kan)(kan)的(de)(de)(de)(de)閱讀(du)(du)(du)(du)成(cheng)果(guo)，激發了學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)閱讀(du)(du)(du)(du)興(xing)趣(qu)，同時培(pei)養了他(ta)(ta)們(men)自(zi)主(zhu)閱讀(du)(du)(du)(du)的(de)(de)(de)(de)良好習慣，能(neng)(neng)使學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)英(ying)(ying)語(yu)閱讀(du)(du)(du)(du)水平得到(dao)(dao)不(bu)斷的(de)(de)(de)(de)提(ti)升。

綜上所述，提高(gao)高(gao)中(zhong)生的(de)英(ying)(ying)(ying)語(yu)閱(yue)讀(du)能力是英(ying)(ying)(ying)語(yu)教師(shi)的(de)一個長期(qi)任務(wu)，我(wo)們(men)(men)要充分發掘(jue)英(ying)(ying)(ying)語(yu)報刊的(de)功能和(he)作用，并(bing)給予學生正確的(de)閱(yue)讀(du)指導，激發他(ta)們(men)(men)的(de)閱(yue)讀(du)興趣(qu)，使他(ta)們(men)(men)在擴大英(ying)(ying)(ying)語(yu)詞(ci)匯量(liang)和(he)閱(yue)讀(du)量(liang)的(de)同時，養成(cheng)良好的(de)閱(yue)讀(du)習慣，提升自身(shen)的(de)英(ying)(ying)(ying)語(yu)文(wen)化(hua)素(su)養和(he)閱(yue)讀(du)理解能力。

[1] 張貴福(fu)， 王金(jin)嵐. 英文報刊(kan)閱(yue)(yue)讀(du)對學生閱(yue)(yue)讀(du)能力提高的影響(xiang)[J]. 教學與管理(li)（中學版）， 2011（01）.

篇8

一直以來，我(wo)總在(zai)思(si)考：作(zuo)文是什(shen)么(me)？最(zui)后悟出來的結果是：作(zuo)文是抒真(zhen)情(qing)，談實感。作(zuo)文教學是什(shen)么(me)？是要(yao)教學生(sheng)審視思(si)考，學會(hui)用新的角度、批判的眼光去看取人生(sheng)和社會(hui)，反映自(zi)己的個性，表(biao)明自(zi)己的觀點。那么(me)，應怎樣提高(gao)學生(sheng)的作(zuo)文水平，下面我(wo)就自(zi)己的教學經驗作(zuo)些闡(chan)述(shu)。 

一、多方(fang)面激(ji)發學(xue)生作文(wen)興趣 

學(xue)生(sheng)一進校，我(wo)給高(gao)(gao)一學(xue)生(sheng)上(shang)(shang)的(de)第一堂(tang)課可(ke)(ke)以(yi)叫“介紹課”，就是給學(xue)生(sheng)介紹一下(xia)高(gao)(gao)中(zhong)語(yu)(yu)文(wen)和初(chu)中(zhong)語(yu)(yu)文(wen)的(de)不(bu)同，其(qi)實高(gao)(gao)中(zhong)語(yu)(yu)文(wen)更(geng)可(ke)(ke)以(yi)把(ba)它叫做(zuo)“大語(yu)(yu)文(wen)”，為什么叫做(zuo)“大”，因為它涉(she)及的(de)面(mian)比較廣，學(xue)生(sheng)的(de)學(xue)習(xi)不(bu)再局限于課堂(tang)，更(geng)多的(de)是在(zai)課外。另外，得重點(dian)介紹一下(xia)高(gao)(gao)中(zhong)作文(wen)教學(xue)，這是高(gao)(gao)考的(de)重頭戲。這樣在(zai)高(gao)(gao)中(zhong)的(de)第一堂(tang)語(yu)(yu)文(wen)課上(shang)(shang)就要讓學(xue)生(sheng)認識到位，并對語(yu)(yu)文(wen)對寫作產生(sheng)一定的(de)興趣。 

“興(xing)(xing)趣(qu)是最好的(de)(de)老師(shi)。”興(xing)(xing)趣(qu)，是寫作(zuo)的(de)(de)動(dong)力(li)。學生(sheng)(sheng)(sheng)的(de)(de)興(xing)(xing)趣(qu)要靠教師(shi)去激(ji)發(fa)，一方(fang)面(mian)(mian)多(duo)表(biao)揚學生(sheng)(sheng)(sheng)，另(ling)一方(fang)面(mian)(mian)應(ying)盡(jin)量使用作(zuo)文(wen)(wen)訓練與(yu)學生(sheng)(sheng)(sheng)貼近，使他們(men)(men)(men)有(you)東西(xi)可寫，有(you)寫東西(xi)的(de)(de)欲望。興(xing)(xing)趣(qu)的(de)(de)激(ji)發(fa)方(fang)式有(you)很多(duo)渠道，如(ru)積(ji)極開展語(yu)(yu)文(wen)(wen)課外(wai)活(huo)動(dong);演(yan)講比賽，詩歌朗誦比賽，古詩詞欣(xin)賞，組織(zhi)學生(sheng)(sheng)(sheng)參加各種作(zuo)文(wen)(wen)競賽，每月出(chu)(chu)一期(qi)(qi)手(shou)抄(chao)報，每學期(qi)(qi)出(chu)(chu)一期(qi)(qi)班刊等(deng)。讓學生(sheng)(sheng)(sheng)真正參與(yu)語(yu)(yu)文(wen)(wen)實(shi)踐(jian)活(huo)動(dong)，鍛(duan)煉他們(men)(men)(men)的(de)(de)能(neng)力(li)，擴大他們(men)(men)(men)的(de)(de)知識面(mian)(mian)，讓他們(men)(men)(men)對語(yu)(yu)文(wen)(wen)產生(sheng)(sheng)(sheng)興(xing)(xing)趣(qu)。再(zai)如(ru)可要求學生(sheng)(sheng)(sheng)寫社會調查報告，使他們(men)(men)(men)的(de)(de)作(zuo)文(wen)(wen)有(you)東西(xi)可寫，能(neng)對生(sheng)(sheng)(sheng)活(huo)進行(xing)思(si)考(kao)，能(neng)洞察(cha)社會現象(xiang)，從(cong)而進一步(bu)激(ji)發(fa)他們(men)(men)(men)寫作(zuo)的(de)(de)積(ji)極性。 

二、統籌(chou)規(gui)劃，專(zhuan)題訓練 

要讓(rang)學生(sheng)在高一(yi)(yi)高二(er)的(de)時候(hou)從記敘文(wen)(wen)開始逐一(yi)(yi)練(lian)習各(ge)種文(wen)(wen)體(ti)，掌握各(ge)種文(wen)(wen)體(ti)的(de)寫(xie)(xie)作(zuo)方(fang)法。在訓練(lian)的(de)時候(hou)一(yi)(yi)定要有(you)一(yi)(yi)個整體(ti)目標，讓(rang)學生(sheng)在作(zuo)文(wen)(wen)能(neng)力方(fang)面有(you)一(yi)(yi)個循序漸進的(de)提高過程。每次(ci)作(zuo)文(wen)(wen)都應(ying)該(gai)有(you)重點地訓練(lian)一(yi)(yi)二(er)項寫(xie)(xie)作(zuo)能(neng)力，讓(rang)學生(sheng)通過一(yi)(yi)次(ci)作(zuo)文(wen)(wen)訓練(lian)在能(neng)力方(fang)面有(you)所(suo)提高，使(shi)他們每次(ci)都能(neng)找到自己作(zuo)文(wen)(wen)的(de)閃(shan)光點，找到寫(xie)(xie)作(zuo)的(de)新動力，變(bian)被(bei)動寫(xie)(xie)作(zuo)為(wei)主動寫(xie)(xie)作(zuo)。 

在練習過程中還要注意對學(xue)生(sheng)(sheng)(sheng)(sheng)創新能(neng)力(li)的培養。作文(wen)(wen)能(neng)力(li)的差(cha)異，實質上(shang)(shang)就是學(xue)生(sheng)(sheng)(sheng)(sheng)思維能(neng)力(li)的差(cha)異。腦子靈活(huo)的學(xue)生(sheng)(sheng)(sheng)(sheng)不一定能(neng)寫出好(hao)文(wen)(wen)章來。好(hao)的文(wen)(wen)章必然出自勤于思考，奮(fen)發向上(shang)(shang)，對生(sheng)(sheng)(sheng)(sheng)活(huo)感悟(wu)力(li)強的學(xue)生(sheng)(sheng)(sheng)(sheng)之手。因(yin)此，教師應正確引(yin)導學(xue)生(sheng)(sheng)(sheng)(sheng)去體會和感悟(wu)生(sheng)(sheng)(sheng)(sheng)活(huo)，分清(qing)是非曲直。 

下(xia)(xia)筆千言，源于思考(kao)。下(xia)(xia)筆之前，學生要(yao)學會準確(que)審題(ti)，找到(dao)最恰當的(de)(de)立意和中心，之后就得尋找素材，構(gou)思文(wen)章(zhang)(zhang)的(de)(de)整體布(bu)局(ju)。作文(wen)寫(xie)作不要(yao)老(lao)踩著別人的(de)(de)或自己(ji)(ji)的(de)(de)腳印去走(zou);走(zou)自己(ji)(ji)的(de)(de)路，不要(yao)老(lao)踩一個(ge)腳印。好(hao)文(wen)章(zhang)(zhang)因為(wei)它有(you)了(le)鮮明的(de)(de)個(ge)性具(ju)有(you)了(le)創(chuang)新而顯得更具(ju)有(you)意義(yi)和價值(zhi)。應該(gai)知道，寫(xie)作是(shi)綜合素質的(de)(de)發揮，不是(shi)機(ji)械(xie)化的(de)(de)模仿，更不是(shi)生搬硬套各(ge)種(zhong)規則和教條。 

三(san)、閱讀和積累準備(bei)素材 

“生(sheng)活(huo)猶(you)如源(yuan)(yuan)泉(quan)(quan)，文章(zhang)猶(you)如溪(xi)(xi)流(liu)，泉(quan)(quan)源(yuan)(yuan)豐盈而(er)不枯竭(jie)，溪(xi)(xi)水(shui)自然流(liu)而(er)不歇”。素材的(de)(de)積(ji)累(lei)(lei)(lei)和文章(zhang)的(de)(de)關系就像源(yuan)(yuan)泉(quan)(quan)和溪(xi)(xi)流(liu)的(de)(de)關系，只有(you)(you)積(ji)累(lei)(lei)(lei)的(de)(de)源(yuan)(yuan)泉(quan)(quan)豐盈不竭(jie)，才(cai)有(you)(you)寫作(zuo)時的(de)(de)源(yuan)(yuan)泉(quan)(quan)不絕。所以，指導學生(sheng)積(ji)累(lei)(lei)(lei)生(sheng)活(huo)中的(de)(de)點滴感受，是為(wei)作(zuo)文提供內(nei)容的(de)(de)活(huo)水(shui)源(yuan)(yuan)泉(quan)(quan)。“巧婦(fu)難為(wei)無米(mi)之炊(chui)”“讀書破萬卷(juan)，下筆如有(you)(you)神”都強調了(le)平時積(ji)累(lei)(lei)(lei)對于(yu)寫作(zuo)的(de)(de)重要性。新課標中也再(zai)一(yi)次提出作(zuo)文教學中積(ji)累(lei)(lei)(lei)的(de)(de)重要性。所以，我認為(wei)作(zuo)文教學要有(you)(you)目的(de)(de)、有(you)(you)計劃地指導學生(sheng)做好平時積(ji)累(lei)(lei)(lei)。學生(sheng)有(you)(you)了(le)材料，寫作(zuo)時就會(hui)情到(dao)文至、思到(dao)章(zhang)出，徹(che)底改變“無米(mi)下鍋(guo)”的(de)(de)局面。 

在作(zuo)文(wen)寫(xie)作(zuo)上，只有厚積(ji)(ji)(ji)(ji)，才能(neng)薄(bo)發(fa)，即必須積(ji)(ji)(ji)(ji)累(lei)素(su)材(cai)。而素(su)材(cai)的(de)(de)積(ji)(ji)(ji)(ji)累(lei)可(ke)以(yi)從(cong)以(yi)下(xia)(xia)兩方(fang)面著手：首先(xian)、積(ji)(ji)(ji)(ji)累(lei)作(zuo)文(wen)素(su)材(cai)從(cong)觀(guan)(guan)察(cha)生(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)點(dian)(dian)商開始(shi)。生(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)是寫(xie)作(zuo)的(de)(de)源(yuan)泉(quan)，無(wu)材(cai)可(ke)寫(xie)的(de)(de)根源(yuan)在于(yu)不善于(yu)觀(guan)(guan)察(cha)。因此，要(yao)(yao)(yao)善于(yu)引導(dao)學(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)學(xue)會觀(guan)(guan)察(cha)與(yu)思(si)考(kao)生(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)，做學(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)在生(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)中積(ji)(ji)(ji)(ji)累(lei)寫(xie)作(zuo)素(su)材(cai)的(de)(de)引路人。在作(zuo)文(wen)指導(dao)過(guo)程中，要(yao)(yao)(yao)教給(gei)學(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)觀(guan)(guan)察(cha)的(de)(de)方(fang)法，要(yao)(yao)(yao)讓(rang)他們學(xue)會思(si)考(kao)，生(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)中發(fa)生(sheng)(sheng)(sheng)(sheng)(sheng)在身邊的(de)(de)事(shi)哪些是主(zhu)要(yao)(yao)(yao)的(de)(de)哪些是次要(yao)(yao)(yao)的(de)(de)，哪些人、事(shi)、物可(ke)以(yi)忽略(lve)不計(ji)，哪些細節可(ke)以(yi)發(fa)掘出深(shen)層涵義。告訴學(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)，我們課內課外(wai)的(de)(de)點(dian)(dian)點(dian)(dian)滴(di)滴(di)都(dou)要(yao)(yao)(yao)關注，都(dou)要(yao)(yao)(yao)思(si)考(kao)我可(ke)以(yi)用(yong)于(yu)相關的(de)(de)一些什么(me)樣(yang)的(de)(de)作(zuo)文(wen)話題，可(ke)以(yi)從(cong)哪些方(fang)面來(lai)用(yong)它。其次，得閱(yue)讀(du)，大量閱(yue)讀(du)，甚至(zhi)海(hai)量閱(yue)讀(du)。看課外(wai)書(shu)時不要(yao)(yao)(yao)走馬觀(guan)(guan)花，只滿足一時的(de)(de)興(xing)趣和(he)愉(yu)悅，要(yao)(yao)(yao)深(shen)入仔細的(de)(de)讀(du)，帶著思(si)考(kao)和(he)記(ji)錄的(de)(de)讀(du)，把閱(yue)讀(du)過(guo)程中覺得好的(de)(de)詞語(yu)，好的(de)(de)句子(zi)，好的(de)(de)段落摘錄下(xia)(xia)來(lai)，并利用(yong)課外(wai)或(huo)早自習(xi)的(de)(de)時間(jian)放聲(sheng)朗讀(du)，久而久之，積(ji)(ji)(ji)(ji)累(lei)多(duo)了，朗讀(du)多(duo)了，作(zuo)文(wen)時好的(de)(de)語(yu)言就會性手拈(nian)來(lai)，就會覺得有下(xia)(xia)筆千言，文(wen)如(ru)泉(quan)涌的(de)(de)美好感覺。 

四、選好(hao)范文，發(fa)揮導航作(zuo)用 

要想提高(gao)學(xue)(xue)生(sheng)(sheng)議論(lun)文(wen)(wen)(wen)的(de)寫作(zuo)水(shui)平，我(wo)認(ren)為選好(hao)(hao)范文(wen)(wen)(wen)也是其中一(yi)個好(hao)(hao)的(de)辦法。范文(wen)(wen)(wen)的(de)作(zuo)用不(bu)可低估。范文(wen)(wen)(wen)的(de)來(lai)(lai)源泉有兩個，一(yi)是從網(wang)上和優秀作(zuo)文(wen)(wen)(wen)書中選出，一(yi)是從學(xue)(xue)生(sheng)(sheng)的(de)習作(zuo)中選出。每次作(zuo)文(wen)(wen)(wen)，教師都可以選出幾篇(pian)立意好(hao)(hao)，構思新穎獨特，富有感染力(li)和說服力(li)的(de)好(hao)(hao)議論(lun)文(wen)(wen)(wen)來(lai)(lai)，當著(zhu)全班同學(xue)(xue)的(de)面讀(du)出來(lai)(lai)，然(ran)后讓(rang)同學(xue)(xue)們討論(lun)，這些(xie)(xie)文(wen)(wen)(wen)章哪一(yi)點值得我(wo)們學(xue)(xue)習，還(huan)有哪些(xie)(xie)地方(fang)值得我(wo)們改(gai)進。久而久之，同學(xue)(xue)們的(de)作(zuo)文(wen)(wen)(wen)就會朝著(zhu)越來(lai)(lai)越好(hao)(hao)的(de)方(fang)向發(fa)展了。 

篇9

關鍵詞：初中英語；寫(xie)作教學；格(ge)式

一、擴展作文觀點

英語寫(xie)作(zuo)(zuo)與語文作(zuo)(zuo)文都存在一定的(de)共(gong)性，不外(wai)乎就是情感(gan)的(de)表(biao)述或者(zhe)對某種行(xing)為、社會(hui)現象的(de)發表(biao)觀(guan)(guan)點、舉例(li)論(lun)證等等。因此，寫(xie)作(zuo)(zuo)教(jiao)學(xue)(xue)中(zhong)，老(lao)師應當以某一事例(li)積(ji)極鼓勵學(xue)(xue)生(sheng)(sheng)發表(biao)觀(guan)(guan)點、進行(xing)論(lun)述。培養學(xue)(xue)生(sheng)(sheng)可以說、會(hui)說、能說的(de)語言能力。比如(ru)，在開展trip寫(xie)作(zuo)(zuo)教(jiao)學(xue)(xue)中(zhong)，老(lao)師通過以聊(liao)天、同(tong)學(xue)(xue)之間交流討論(lun)的(de)方(fang)式，讓學(xue)(xue)生(sheng)(sheng)發表(biao)對trip的(de)認知和觀(guan)(guan)點。不僅活(huo)躍了課堂氣氛，保證了學(xue)(xue)生(sheng)(sheng)的(de)主體(ti)地(di)位(wei)，同(tong)時還有(you)利(li)于學(xue)(xue)生(sheng)(sheng)加強(qiang)各種觀(guan)(guan)點的(de)積(ji)累(lei)和提(ti)高(gao)相(xiang)互(hu)學(xue)(xue)習(xi)的(de)合作(zuo)(zuo)意識。

二、作文格式(shi)規范化

作(zuo)(zuo)(zuo)(zuo)(zuo)文(wen)(wen)板書(shu)(shu)(shu)、格(ge)式是否規范在(zai)作(zuo)(zuo)(zuo)(zuo)(zuo)文(wen)(wen)中(zhong)具有(you)重要(yao)作(zuo)(zuo)(zuo)(zuo)(zuo)用。因此(ci)，在(zai)作(zuo)(zuo)(zuo)(zuo)(zuo)文(wen)(wen)教(jiao)(jiao)學(xue)(xue)(xue)中(zhong)，應(ying)當對(dui)作(zuo)(zuo)(zuo)(zuo)(zuo)文(wen)(wen)格(ge)式、板書(shu)(shu)(shu)等開(kai)展教(jiao)(jiao)學(xue)(xue)(xue)。英(ying)語作(zuo)(zuo)(zuo)(zuo)(zuo)文(wen)(wen)不僅對(dui)作(zuo)(zuo)(zuo)(zuo)(zuo)文(wen)(wen)格(ge)式有(you)著嚴格(ge)的(de)(de)書(shu)(shu)(shu)面規范，并且不同的(de)(de)作(zuo)(zuo)(zuo)(zuo)(zuo)文(wen)(wen)文(wen)(wen)體(ti)有(you)著各自的(de)(de)格(ge)式要(yao)求。在(zai)教(jiao)(jiao)學(xue)(xue)(xue)中(zhong)，老(lao)師應(ying)當對(dui)學(xue)(xue)(xue)生(sheng)系統講述不同文(wen)(wen)體(ti)格(ge)式之間的(de)(de)區別差異，比如，郵件(jian)、日記、信等。對(dui)于議論(lun)文(wen)(wen)的(de)(de)寫作(zuo)(zuo)(zuo)(zuo)(zuo)教(jiao)(jiao)學(xue)(xue)(xue)，應(ying)強調(diao)在(zai)開(kai)頭表明自我的(de)(de)觀點立場，接下來通過舉例(li)、引用等論(lun)證方法闡述觀點，并在(zai)結尾加(jia)以總結歸(gui)納。在(zai)教(jiao)(jiao)學(xue)(xue)(xue)中(zhong)，老(lao)師還可以讓(rang)學(xue)(xue)(xue)生(sheng)討論(lun)作(zuo)(zuo)(zuo)(zuo)(zuo)文(wen)(wen)中(zhong)常用的(de)(de)表述語、句型結構等等。提(ti)供(gong)相應(ying)的(de)(de)作(zuo)(zuo)(zuo)(zuo)(zuo)文(wen)(wen)書(shu)(shu)(shu)面格(ge)式，讓(rang)學(xue)(xue)(xue)生(sheng)參(can)考傳(chuan)閱，加(jia)深理解。

三、同伴互評

開展(zhan)(zhan)適度的(de)(de)(de)(de)寫(xie)(xie)作(zuo)(zuo)(zuo)(zuo)訓(xun)練(lian)，加(jia)以(yi)評比(bi)，能夠(gou)提高作(zuo)(zuo)(zuo)(zuo)文(wen)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)的(de)(de)(de)(de)有效性。在(zai)(zai)英(ying)語(yu)寫(xie)(xie)作(zuo)(zuo)(zuo)(zuo)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)中，老師(shi)應當開展(zhan)(zhan)一定(ding)的(de)(de)(de)(de)寫(xie)(xie)作(zuo)(zuo)(zuo)(zuo)訓(xun)練(lian)，并(bing)對學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)英(ying)語(yu)作(zuo)(zuo)(zuo)(zuo)文(wen)加(jia)以(yi)批改，明確學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)學(xue)(xue)習狀況，基(ji)于學(xue)(xue)生(sheng)(sheng)(sheng)所存(cun)在(zai)(zai)的(de)(de)(de)(de)問題(ti)更好地開展(zhan)(zhan)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)。另外，學(xue)(xue)生(sheng)(sheng)(sheng)之間(jian)的(de)(de)(de)(de)英(ying)語(yu)作(zuo)(zuo)(zuo)(zuo)文(wen)存(cun)在(zai)(zai)的(de)(de)(de)(de)問題(ti)各不相同(tong)，在(zai)(zai)批改審(shen)閱中可以(yi)采用(yong)同(tong)伴(ban)互(hu)評的(de)(de)(de)(de)方式。老師(shi)應當將(jiang)學(xue)(xue)生(sheng)(sheng)(sheng)已寫(xie)(xie)好的(de)(de)(de)(de)英(ying)語(yu)作(zuo)(zuo)(zuo)(zuo)文(wen)打亂(luan)(luan)再(zai)次發放不同(tong)的(de)(de)(de)(de)學(xue)(xue)生(sheng)(sheng)(sheng)，讓學(xue)(xue)生(sheng)(sheng)(sheng)互(hu)相評比(bi)、批閱。并(bing)要求(qiu)指明作(zuo)(zuo)(zuo)(zuo)文(wen)中存(cun)在(zai)(zai)的(de)(de)(de)(de)錯誤(wu)和(he)問題(ti)。比(bi)如說，有的(de)(de)(de)(de)學(xue)(xue)生(sheng)(sheng)(sheng)作(zuo)(zuo)(zuo)(zuo)文(wen)的(de)(de)(de)(de)觀點不夠(gou)清(qing)晰、作(zuo)(zuo)(zuo)(zuo)文(wen)字跡潦草、書面(mian)不整潔、文(wen)章(zhang)語(yu)法錯誤(wu)嚴重(zhong)、時態混(hun)亂(luan)(luan)等(deng)等(deng)。互(hu)相評比(bi)可以(yi)發現彼此存(cun)在(zai)(zai)的(de)(de)(de)(de)不足，規(gui)避學(xue)(xue)生(sheng)(sheng)(sheng)在(zai)(zai)以(yi)后作(zuo)(zuo)(zuo)(zuo)文(wen)中發生(sheng)(sheng)(sheng)類似的(de)(de)(de)(de)錯誤(wu)和(he)問題(ti)，提高英(ying)語(yu)作(zuo)(zuo)(zuo)(zuo)文(wen)能力和(he)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)有效性。

參考文獻：

篇10

【關鍵詞】流動兒童 計(ji)劃免疫 現狀與對策

【中圖分類號】R473.72 【文(wen)獻標識(shi)碼】B【文(wen)章編號】1004-4949（2014）08-0043-01

隨著我國社會主義(yi)市場(chang)經濟體制的(de)建立和(he)工業化、城市化建設的(de)迅猛發(fa)展，大(da)(da)批農村剩(sheng)余勞動(dong)力(li)跨地(di)(di)(di)區流(liu)(liu)(liu)(liu)動(dong)，也夾雜著不(bu)少兒(er)童(tong)，從而(er)(er)(er)成(cheng)(cheng)為(wei)流(liu)(liu)(liu)(liu)動(dong)兒(er)童(tong)。由于流(liu)(liu)(liu)(liu)動(dong)兒(er)童(tong)家(jia)長(chang)大(da)(da)多數來自外省（市）的(de)農村或偏僻(pi)地(di)(di)(di)區，文化水(shui)平偏低(di)，對(dui)免(mian)(mian)疫接(jie)種(zhong)工作(zuo)認(ren)識(shi)不(bu)足，缺乏對(dui)兒(er)童(tong)預(yu)防(fang)(fang)接(jie)種(zhong)知(zhi)識(shi)的(de)了(le)解，計劃免(mian)(mian)疫知(zhi)曉率(lv)低(di)，主動(dong)接(jie)受(shou)免(mian)(mian)疫服務意識(shi)差，甚(shen)至(zhi)極少數流(liu)(liu)(liu)(liu)動(dong)兒(er)童(tong)家(jia)長(chang)對(dui)預(yu)防(fang)(fang)接(jie)種(zhong)效果持(chi)懷疑態度而(er)(er)(er)拒(ju)絕(jue)接(jie)種(zhong)。部(bu)(bu)(bu)分流(liu)(liu)(liu)(liu)動(dong)兒(er)童(tong)是(shi)計劃外生育，怕到(dao)衛生部(bu)(bu)(bu)門登(deng)記后引起計生部(bu)(bu)(bu)門的(de)查處(chu)，不(bu)主動(dong)、不(bu)配合，甚(shen)至(zhi)拒(ju)絕(jue)預(yu)防(fang)(fang)接(jie)種(zhong)，形成(cheng)(cheng)免(mian)(mian)疫空白，從而(er)(er)(er)導致(zhi)部(bu)(bu)(bu)分流(liu)(liu)(liu)(liu)動(dong)兒(er)童(tong)漏卡、漏種(zhong)現象(xiang)發(fa)生。大(da)(da)部(bu)(bu)(bu)分流(liu)(liu)(liu)(liu)動(dong)兒(er)童(tong)無接(jie)種(zhong)證(zheng)或免(mian)(mian)疫史(shi)不(bu)全，使(shi)預(yu)防(fang)(fang)接(jie)種(zhong)無據可查。另外，由于流(liu)(liu)(liu)(liu)動(dong)兒(er)童(tong)動(dong)態流(liu)(liu)(liu)(liu)動(dong)，來去自由，致(zhi)使(shi)預(yu)防(fang)(fang)接(jie)種(zhong)通知(zhi)難以到(dao)位，嚴(yan)重影響了(le)免(mian)(mian)疫規劃疫苗的(de)接(jie)種(zhong)率(lv)，使(shi)這部(bu)(bu)(bu)分人群成(cheng)(cheng)為(wei)傳染病的(de)高發(fa)人群。怎樣才能完成(cheng)(cheng)城市社區（尤(you)其是(shi)東部(bu)(bu)(bu)經濟發(fa)達地(di)(di)(di)區）流(liu)(liu)(liu)(liu)動(dong)兒(er)童(tong)的(de)預(yu)防(fang)(fang)接(jie)種(zhong)工作(zuo)，成(cheng)(cheng)為(wei)計免(mian)(mian)工作(zuo)亟待解決的(de)難題(ti)。

1.計劃(hua)免疫流動(dong)兒童的定義

迮文遠編(bian)著的《計劃免(mian)疫學》對計劃免(mian)疫流(liu)(liu)動(dong)兒童(tong)定義，是指“戶口不(bu)在(zai)居(ju)住地(di)，或(huo)戶口在(zai)本(ben)地(di)而人在(zai)外地(di)居(ju)住時(shi)(shi)間在(zai)3個月(yue)以(yi)上(shang)兒童(tong)[1]”。本(ben)地(di)將流(liu)(liu)動(dong)兒童(tong)的標準定為(wei)“凡(fan)外區(qu)(qu)縣流(liu)(liu)入本(ben)地(di)區(qu)(qu)但離(li)開戶口所在(zai)鄉鎮或(huo)出區(qu)(qu)境的兒童(tong)”，居(ju)住時(shi)(shi)間4個月(yue)以(yi)下的為(wei)短期流(liu)(liu)動(dong)，4個月(yue)以(yi)上(shang)的為(wei)長期流(liu)(liu)動(dong)。

2.免疫規劃(hua)的現(xian)狀與問題

2.1 部分家(jia)長(chang)對(dui)計(ji)(ji)劃(hua)免(mian)(mian)疫工作的意義認識(shi)不足 我(wo)縣計(ji)(ji)劃(hua)免(mian)(mian)疫自(zi)20世紀(ji)80年(nian)代(dai)開展以(yi)來，對(dui)控制(zhi)相(xiang)應傳(chuan)染病(bing)(bing)起到了積極的作用，用疫苗可預防(fang)的白(bai)喉、脊髓(sui)灰質炎已先后基本消滅或(huo)控制(zhi)，麻(ma)疹(zhen)、百(bai)日咳、流(liu)(liu)(liu)腦等(deng)傳(chuan)染病(bing)(bing)年(nian)發病(bing)(bing)率(lv)由20紀(ji)60年(nian)代(dai)的600.03/10萬(wan)降到1/10萬(wan)以(yi)下。但由于(yu)受文(wen)化水平、生活條件等(deng)有(you)關因素的影響，部分家(jia)長(chang)對(dui)此(ci)還未(wei)引起足夠的重(zhong)視，有(you)些家(jia)長(chang)只(zhi)知道有(you)病(bing)(bing)看(kan)病(bing)(bing)，而(er)不知道無病(bing)(bing)預防(fang)。特(te)別是(shi)流(liu)(liu)(liu)動(dong)兒(er)童(tong)的家(jia)長(chang)多數忙于(yu)打工、經商、掙錢，對(dui)于(yu)孩子防(fang)病(bing)(bing)保健意識(shi)淡薄，從而(er)導致了部分流(liu)(liu)(liu)動(dong)兒(er)童(tong)漏建(jian)卡、漏接種現象(xiang)發生。

2.2 宣(xuan)傳工作不到(dao)(dao)位和(he)方法欠完(wan)善 當今的(de)家(jia)(jia)庭多是獨生子女，家(jia)(jia)長對子女非常(chang)疼(teng)愛，這對計(ji)劃免疫工作帶(dai)來有利條(tiao)(tiao)件(jian)，目前的(de)計(ji)劃免疫宣(xuan)傳對當地戶口的(de)兒童起到(dao)(dao)了(le)一定的(de)推動作用，因流動兒童家(jia)(jia)長的(de)職業比較繁雜(za)，大多無(wu)固定住(zhu)所(suo)，或居(ju)住(zhu)條(tiao)(tiao)件(jian)差，無(wu)法看到(dao)(dao)電視和(he)收聽廣(guang)播的(de)宣(xuan)傳，所(suo)以(yi)常(chang)規(gui)的(de)宣(xuan)傳方式(shi)存在(zai)不到(dao)(dao)位的(de)現象(xiang)。

2.3 超生(sheng)人員(yuan)存在(zai)恐(kong)懼心理(li) 有些家長不(bu)顧有關計劃(hua)生(sheng)育的政策規定，多在(zai)懷孕(yun)后(hou)離家出走，他們不(bu)僅居住(zhu)分散，且經常更換居住(zhu)地點，東躲，孩子出生(sheng)后(hou)不(bu)愿被外人知道，普(pu)遍存在(zai)恐(kong)懼心理(li)，致(zhi)使流動(dong)兒童數難以摸(mo)清，服務難到位，宣(xuan)傳工作難以見效。

2.4 工(gong)作(zuo)(zuo)人(ren)員(yuan)缺(que)乏工(gong)作(zuo)(zuo)責(ze)任(ren)心(xin) 由于基層衛生組織經(jing)費嚴重不足(zu)，報(bao)酬問(wen)題得不到落實，很難調動工(gong)作(zuo)(zuo)人(ren)員(yuan)的(de)積極(ji)性。有些從事計劃免疫工(gong)作(zuo)(zuo)人(ren)員(yuan)缺(que)乏社會(hui)責(ze)任(ren)感和工(gong)作(zuo)(zuo)積極(ji)性，使一(yi)部分(fen)流動兒童未能及時建卡和免疫接種。

3 免疫規劃中(zhong)的防范策略

流(liu)動(dong)(dong)人口是(shi)(shi)商(shang)品經(jing)濟體(ti)制的(de)(de)必(bi)然(ran)產物，隨(sui)著我國社會主義(yi)市場經(jing)濟體(ti)制的(de)(de)建(jian)(jian)立(li)和(he)工業化(hua)、城市化(hua)建(jian)(jian)設快速發展(zhan)，生產的(de)(de)社會化(hua)、集團化(hua)程度(du)越(yue)(yue)來越(yue)(yue)高(gao)，勞(lao)動(dong)(dong)力(li)出現過剩(sheng)。特(te)別是(shi)(shi)農(nong)村耕地的(de)(de)減少(shao)，農(nong)業科學技術的(de)(de)不(bu)(bu)斷進步，一(yi)大(da)批(pi)剩(sheng)余(yu)勞(lao)動(dong)(dong)力(li)紛紛走出家園(yuan)尋(xun)找就業門路。于是(shi)(shi)跨(kua)地區、跨(kua)行業的(de)(de)各種勞(lao)動(dong)(dong)、商(shang)務應(ying)運而生，出現了前所未有的(de)(de)人口流(liu)動(dong)(dong)。在這規(gui)模宏大(da)的(de)(de)流(liu)動(dong)(dong)人潮中，也夾雜著不(bu)(bu)少(shao)兒童，成(cheng)為計劃(hua)免疫的(de)(de)流(liu)動(dong)(dong)兒童，據有關部門的(de)(de)分析，人口大(da)流(liu)動(dong)(dong)將是(shi)(shi)我國今后相(xiang)當長的(de)(de)歷(li)史(shi)時期(qi)內一(yi)種必(bi)然(ran)的(de)(de)社會現象，管理(li)好流(liu)動(dong)(dong)兒童既是(shi)(shi)歷(li)史(shi)的(de)(de)要求，也是(shi)(shi)現實的(de)(de)需要。

3.1 領導重視，狠(hen)抓落實(shi) 每年(nian)應(ying)將流動兒童計劃免(mian)疫管理納入(ru)年(nian)初工作計劃，年(nian)終考(kao)核指標。從(cong)行政上(shang)、業務(wu)上(shang)狠(hen)抓落實(shi)，促使各鄉鎮(zhen)衛(wei)生院積極(ji)主動，想方設法采(cai)取各種措施(shi)搜索流動兒童，減少免(mian)疫空白(bai)點。

3.2 執行(xing)法律(lv)法規(gui)，加(jia)強(qiang)管(guan)理 要認真(zhen)貫徹《中華人民共和國傳染病防治(zhi)法》、《疫(yi)苗流動(dong)和預防接種(zhong)(zhong)管(guan)理條例》中的有關規(gui)定(ding)，憑計劃免疫(yi)接種(zhong)(zhong)證入托、入學制度，依法加(jia)強(qiang)轄(xia)區內管(guan)理。

3.3 建立健(jian)全流動(dong)(dong)人口管理制度(du) 與工商、公安(an)、計劃生(sheng)育、交通等(deng)有關部門(men)密切配合，發揮(hui)流動(dong)(dong)人口管理部門(men)職責。特別是大(da)型(xing)土地(di)招工或勞動(dong)(dong)輸出，必須經過流動(dong)(dong)人口管理部門(men)注冊登記(ji)。

3.4 開設常年計劃免疫接種(zhong)(zhong)(zhong)門診 隨時進行補卡、補種(zhong)(zhong)(zhong)，在流動人口較多，兒(er)童流動頻繁(fan)的集鎮、城鄉(xiang)結合部(bu)門開設學年計劃免疫接種(zhong)(zhong)(zhong)門診，對流動兒(er)童做(zuo)到隨到隨建卡、及時接種(zhong)(zhong)(zhong)。

3.5 建立(li)(li)橫向網(wang)絡 各縣、各鄉(xiang)鎮之間建立(li)(li)計(ji)劃(hua)免疫(yi)(yi)橫向網(wang)絡，對(dui)流動兒童一旦發(fa)現，及時(shi)建卡和轉(zhuan)卡、補種(zhong)，并統一計(ji)劃(hua)免疫(yi)(yi)轉(zhuan)卡單，互通信息及時(shi)聯系，像傳染病疫(yi)(yi)情報告一樣(yang)建立(li)(li)制度。

3.6 廣(guang)泛宣傳，普(pu)及免疫知識(shi) 根據流動(dong)人(ren)口的特點(dian)，有針對性進(jin)行宣傳，充(chong)分利(li)用廣(guang)播(bo)、電視、報刊、宣傳單、標語、接種證等多種形式，多方位的反復開(kai)展計劃免疫知識(shi)的宣傳教育，僅(jin)兒童家(jia)長主動(dong)到衛生部門(men)登記(ji)造(zao)冊免疫接種，由(you)現在的被動(dong)搜索變為主動(dong)上門(men)要求免疫服務。

4.結束語

免(mian)疫(yi)(yi)規(gui)劃(hua)(hua)工(gong)(gong)作(zuo)是(shi)疾控(kong)工(gong)(gong)作(zuo)的(de)(de)(de)(de)重(zhong)中之(zhi)重(zhong)，也(ye)是(shi)我(wo)國(guo)疾病(bing)預防(fang)控(kong)制工(gong)(gong)作(zuo)的(de)(de)(de)(de)基本國(guo)策之(zhi)一，自(zi)從(cong)實施兒(er)童(tong)(tong)免(mian)疫(yi)(yi)規(gui)劃(hua)(hua)以來(lai)(lai)，許多傳(chuan)染病(bing)發病(bing)率明顯(xian)下降。但隨(sui)著社(she)會經濟的(de)(de)(de)(de)發展(zhan)，我(wo)國(guo)流(liu)動(dong)(dong)(dong)人口(kou)的(de)(de)(de)(de)逐年(nian)增(zeng)長，流(liu)動(dong)(dong)(dong)兒(er)童(tong)(tong)的(de)(de)(de)(de)數量也(ye)隨(sui)之(zhi)上(shang)升(sheng)，流(liu)動(dong)(dong)(dong)兒(er)童(tong)(tong)的(de)(de)(de)(de)免(mian)疫(yi)(yi)接種工(gong)(gong)作(zuo)已成為(wei)疾病(bing)防(fang)控(kong)工(gong)(gong)作(zuo)的(de)(de)(de)(de)重(zhong)點(dian)和難點(dian)，給當前(qian)兒(er)童(tong)(tong)免(mian)疫(yi)(yi)規(gui)劃(hua)(hua)管理模式(shi)帶來(lai)(lai)了(le)一定(ding)的(de)(de)(de)(de)沖力。對此，各(ge)相關(guan)部門應進(jin)一步改(gai)進(jin)流(liu)動(dong)(dong)(dong)兒(er)童(tong)(tong)計(ji)劃(hua)(hua)免(mian)疫(yi)(yi)工(gong)(gong)作(zuo)，提(ti)高流(liu)動(dong)(dong)(dong)兒(er)童(tong)(tong)免(mian)疫(yi)(yi)接種率，建立完(wan)善的(de)(de)(de)(de)外來(lai)(lai)流(liu)動(dong)(dong)(dong)兒(er)童(tong)(tong)管理機制，為(wei)更好地開展(zhan)流(liu)動(dong)(dong)(dong)兒(er)童(tong)(tong)計(ji)劃(hua)(hua)免(mian)疫(yi)(yi)工(gong)(gong)作(zuo)提(ti)供有力的(de)(de)(de)(de)保障。

參考文獻