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笔者通过调研发现,看图写话时,不少学生观察图后,往往弄不清图的意思,写不出来;部分学生虽说看懂了图的大意,但是写话内容单一,不够丰富;或者发挥想象过于随意,偏离了图画的初衷……诸如此类现象导致学生看图写话的兴趣减弱,甚至一上写话课就头疼,抓耳挠腮。怎样激发学生兴趣,变“要我写”为“我要写”?笔者认为,还应从培养兴趣入手,教给学生方法,让看图写话成为学生愉快的情感之旅。现以人教版二年级下册《语文园地七》口语交际《自我保护》教学为例,谈谈如何引导学生看图写话。
Through the research, the author found that many students often can not figure out the meaning of the pictures after they read and write the pictures. Although some students understand the meaning of the pictures, they are single and not rich enough in writing. To play the imagination is too random, deviated from the original intention of the picture ... Such phenomena led to the students to reduce interest in reading pictures, and even a written lesson on a headache, scratching. How to stimulate student interest, change “I want to write ” to “I want to write ”? The author believes that should also start from cultivating interest to teach students the way to make drawing and writing become a happy emotional journey of students. Now the second edition of the PEP, “Language Park Seven” oral communication “self-protection” teaching, for example, talk about how to guide students to read and write pictures.