写话教学问题与对策研究

发布时间：2018-05-05 21:13

本文选题：写话教学 + 问题　；参考：《哈尔滨师范大学》2015年硕士论文

【摘要】：写话是作文教学的基础,其重要性自不必多说。但是,笔者在实习阶段接触过一些低年级的小学生,学校要求孩子们要养成记日记的好习惯,然而,孩子们每天的日记本里通常只是简短的一两句话,有的孩子甚至连这一两句话也要绞尽脑汁。而面对日常的写作作业,低年级的小学生更是表现出愁眉不展、唉声叹气、无话可说、无物可写的现象,这让笔者更加了解到小学生所存在的写作困难。小学生为何会存在如此的写作困境?究其根本还在于写作的起步阶段。作为写作教学的开端,写话教学承载着为作文教学打下坚实基础的重要使命。因此,笔者通过广泛搜集资料,并结合自己在实习小学语文教师时的亲身经历,通过对当地四所小学进行走访,对小学低年级学生写话情况,采用调查问卷的形式进行调查分析,并对学生和教师教师分别进行进行访谈,诊断出低年级小学生在写话中遇到的困难有缺乏写话兴趣,存在畏难心理;缺乏写话素材,写话内容空洞;无情可抒,假话连篇。另外,在写话教学中也反映出一些问题:教师对写话教学重视不足,随意教学现象严重;写话教学内容封闭,形式单一;忽视写话教学评价,缺乏教学反思。针对以上问题,笔者在分析其原因的基础上,主要从教师教学的方面提出改进方向,并结合小学低年级学生身心发展特点,总结出关于写话教学的一些策略。首先,教师要开放理念,强化写话教学意识,转变观念,跳出应试的惯性思维,加强对写话教学的重视,形成教师之间、家校之间的互通,教师要不断学习,提高自身的专业素养。其次,要从兴趣入手,激发学生的写话动机,应降低难度,先说后写,开放写话内容,采用多样的训练形式,采用激励评价的方式,使学生体验写话的成功。再次,要注重积累,鼓励学生自由表达,指导学生学会观察,从生活中积累写话素材,还要以读促写,从阅读中积累写话素材。最后,要关注评价,提高学生的写话水平,教师要利用多元主体评价,激发学生的参与评价的兴趣,还要发挥评价的导向功能,培养学生养成修改的习惯。
[Abstract]:Writing is the basis of composition teaching, and its importance does not need to be said. However, I met some junior pupils during my internship, and the school asked the children to develop a good habit of keeping a diary. However, the daily diary of the children is usually just a short sentence or two. Some children have even racked their brains to say a word or two. In the face of the daily writing homework, the pupils in the lower grades show a frown, sighing, nothing to say, nothing to write, which makes the author understand the writing difficulties of the pupils. Why is there such a writing dilemma for primary school students? The root lies in the initial stage of writing. As the beginning of writing teaching, writing teaching carries the important mission of laying a solid foundation for composition teaching. Therefore, the author through the extensive collection of information, combined with his personal experience in the practice of primary school Chinese teachers, through the visit to four local primary schools, to the primary school students in the lower grades of writing, The questionnaire is used to investigate and analyze, and the students and teachers are interviewed separately. The results show that the difficulties encountered by the junior pupils in writing are lack of interest, fear of difficulty and lack of writing materials. The content of writing words is empty; ruthless can express, lie in succession. In addition, some problems are reflected in the writing teaching: teachers pay less attention to writing teaching, the phenomenon of random teaching is serious; the teaching content of writing is closed and the form is single; the evaluation of writing teaching is ignored and teaching reflection is lacking. On the basis of analyzing the reasons above, the author puts forward the direction of improvement mainly from the aspect of teachers' teaching, and sums up some strategies about the teaching of writing words according to the characteristics of the physical and mental development of the students in the lower grade of primary school. First of all, teachers should open up their ideas, strengthen their awareness of writing and teaching, change their concepts, jump out of the habitual thinking of examination-oriented teaching, pay more attention to writing teaching, and form an exchange between teachers and schools, and teachers should constantly learn. Improve one's own professional accomplishment. Secondly, to start with interest and stimulate students' writing motivation, we should reduce the difficulty, first speak and then write, open the content of writing, adopt various training forms, adopt the way of encouragement and evaluation, so that students can experience the success of writing. Thirdly, we should pay attention to accumulation, encourage students to express freely, guide students to learn to observe, accumulate writing materials from life, and accumulate writing materials from reading. Finally, it is necessary to pay attention to evaluation and improve students' writing ability. Teachers should make use of multi-subject evaluation to stimulate students' interest in evaluation and give play to the guiding function of evaluation so as to cultivate students' habit of modification.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.24

【参考文献】