小学低年级“先说后写，以说促写”写话教学模式的探索

发布时间：2019-02-20 07:55

【摘要】：写作能力是体现小学生语文综合素养的一个重要方面,本文主通过对语文课程的特点和说与写之间的关系研究,进一步探讨“先说后写,以说促写”写话教学模式,总结现代人们对于写话能力的认知现状,由此得出“先说后写,以说促写”的写话能力实施策略,结合“先说后写,以说促写”教学案例,用以说明此写话教学模式如何施行,为我国关于写话能力的教育模式提供参考性意见。绪论部分介绍了本文的研究背景、研究目的、思路及研究方法,梳理了国内外有关说写方面的研究成果,对国内外相关的研究现状有了初步的认识,通过搜集资料发现国外大都从低年级就开始对学生进行写话方法指导,国内对低年级写话教学也越来越重视,大多是从教学目标、内容、措施及教学评价等方面进行探讨,本文将从说写结合的方面探索低年级写话教学。第1章“先说后写、以说促写”写话教学模式的提出,主要是从语文课程的特点:工具性和人文性的关系与说写之间的联系两方面进行论述;接着提出小学低年级“先说后写,以说促写”写话教学模式的理论基础,寻找条件反射理论、建构主义理论和人本主义学习理论对低年级写话教学的启示。第2章通过对低年级写话现状的调查,发现低年级教师将识字和阅读教学看的过于重要,只有极少数教师把写话教学摆在了首要位置。低年级教师对写话教学目标的认识模糊,主要有:教师忽略调动学生的能动性;教师以主观认识替代写话教学目标;教师对学生说话写话能力的培养缺乏全面意识。低年级学生的写话表述也存在很多问题,主要有:表述不真实;表述不正确。结合对教师和学生的调查问卷,进一步总结低年级写话教学的不足,低年级写话教学存在的问题主要有:重情感教育轻思维训练;课堂教学模式固定;写话教学极端现象严重。第3章是针对调查中发现的问题提出写话能力培养策略。这部分结合教师和学生的调查问卷及语文教师的教学案例有针对性地提出训练策略,引导学生积累写话素材通过观察大自然、观察生活,扩大课外阅读面来提升孩子的写话能力,结合学生的写话作品,具体分析在平时的教学实践中如何操作,将具体的训练步骤渗透到每一堂语文教学中。
[Abstract]:Writing ability is an important aspect of primary school students' Chinese comprehensive accomplishment. Through the study of the characteristics of Chinese curriculum and the relationship between speaking and writing, this paper further explores the teaching mode of "speaking first and then writing". This paper summarizes the current situation of modern people's cognition of writing ability, and concludes the implementation strategy of "speaking first, then writing, speaking promoting writing", combining with the teaching case of "speaking first, then writing, speaking promoting writing", to illustrate how this writing teaching mode is implemented. For our country on the writing ability of the educational model to provide reference. The introduction part introduces the research background, purpose, train of thought and research method of this paper, combs the domestic and foreign research results on the aspect of speaking and writing, has the preliminary understanding to the domestic and foreign related research present situation, Through collecting data, it is found that most of the foreign countries begin to guide the students' writing methods from the junior grade, and that more and more attention is paid to the teaching of writing in the lower grade in China, most of which are discussed from the aspects of teaching objectives, contents, measures and teaching evaluation. This article will explore the low-grade writing teaching from the aspect of the combination of speaking and writing. The first chapter, "speaking first, then writing", puts forward the teaching mode of writing, mainly from the characteristics of Chinese curriculum: the relationship between instrumentality and humanism and the relationship between writing and speaking; Then it puts forward the theoretical basis of the teaching mode of "speaking first and then writing" in the lower grade of primary school, and looks for the enlightenment of the theory of conditioned reflex, constructivism and humanism to the teaching of writing in the lower grade. In chapter 2, through the investigation of the current situation of writing in the lower grade, it is found that the teaching of literacy and reading is too important for the teachers in the lower grade, and only a few teachers put the teaching of writing in the first place. The low grade teachers have a vague understanding of the teaching goals of writing, mainly as follows: teachers neglect to mobilize students' initiative, teachers substitute subjective knowledge for the teaching goals of writing, and teachers lack a comprehensive awareness of the cultivation of students' ability to speak and write. There are also many problems in the writing of the lower-grade students, mainly: the expression is not true; the expression is not correct. Based on the questionnaire of teachers and students, this paper further sums up the shortcomings of writing teaching in the lower grade. The main problems in the teaching of writing in the lower grade are: attaching importance to emotional education rather than thinking training; the classroom teaching mode is fixed; the extreme phenomenon of writing teaching is serious. Chapter 3 puts forward the strategies of writing ability training in view of the problems found in the investigation. This part combines the questionnaire of teachers and students and the teaching cases of Chinese teachers to put forward some training strategies to guide students to accumulate writing materials through observing nature and life. To expand the extracurricular reading to improve the children's writing ability, combined with the writing of the students' writing works, the specific analysis of how to operate in the normal teaching practice, the specific training steps into each language teaching.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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