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日本福岛大学附中三年级运用阅读提问式进行作文指导,效果较好。例如上“描写”的作文课时,教师不是先讲述什么是描写,如何描写,而是先让学生建立对“描写”的感性认识。课前,教师印发了本班一个学生写的题为《哥哥》的作文初稿和第二稿,要求学生仔细阅读,并附上三个问题让学生思考,然后通过提问与回答,使学生掌握描写的方法。 A 哥哥 (初稿) 我有一个在高中三年级学习的哥哥。现在,大学招生考试迫近了,他正在拼命地准备功课。作为一名考生,每天他学习到很晚。这还不算,自己平时的爱好一点也不敢去满足,真够可怜的!看到他这个样
Fukushima University, the third grade of Fukushima University to read essay questions using composition guidance, the effect is better. For example, the “description” of the composition class, the teacher is not about what is the description, how to describe, but to allow students to establish the “description” perceptual knowledge. Before class, the teacher printed the first and second drafts of a composition entitled “Brother” written by one of the students in this class. They asked the students to read carefully and attach three questions for students to think about. Then they asked the students to grasp the description through questions and answers Methods. A brother (first draft) I have a third grade high school studying brother. Nowadays, college entrance examination is approaching, he is desperately preparing homework. As a candidate, he learns late every day. This is not enough, my usual hobby is not dared to meet, really poor! See him this