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针对习作教学过程中学生的“畏难”情绪,我认为可以从生活、活动、积累、评价等几方面进行引导,唤醒儿童内心沉睡而敏感的习作兴趣。一、在生活中提炼素材,激发习作兴趣,使学生愿意写1.体验生活情境。生活是习作的源头。因此,我常常在习作前几天或者前几周就布置学生深入生活,体验生活。如在指导学生写“金鱼”的习作前,我让学生自己去市场买几条金鱼,不仅要观察其外形、吃食、活动、休息,还要注意在观察中有没有新的发现。有了一个阶段的积累,学生就不会觉得无话可说了。于是出现了很多描写金鱼的精彩片段,如写金鱼外形部分的:金鱼最吸引人
In view of the “awestruckness” emotions of students in the process of teaching practice, I think I can guide them from the aspects of life, activity, accumulation, evaluation and so on, and arouse the students’ inner sleeping and sensitive working interest. First, in the life of refining materials, stimulate interest in learning, so that students are willing to write 1. Experience the life situation. Life is the source of your work. Therefore, I often place students a few days before or a few weeks ago to practice in-depth life and experience life. For example, before guiding students to write “Goldfish”, I asked the students to go to the market to buy a few goldfish, not only to observe their appearance, feeding, activities and rest, but also noticing any new findings during the observation. With the accumulation of a stage, students will not feel nothing to say. So there are many wonderful fragments depicting goldfish, such as the goldfish shape part: the most attractive goldfish