论文部分内容阅读
一、命题缘起2013年年初,和一些教师、家长、学生围绕习作问题交流时,大家经常会谈到学生习作素材贫乏,习作质量不高的情况。于是,我尝试在不同的班级确定不同的话题引发学生思考,来写和话题相关的文章;另外,我还围绕话题现场开展各种体验活动,并让学生写活动中感受到的深刻的场景。没想到,通过这样的教学,孩子们的习作兴趣与习作质量有了明显的提升与进步。看着孩子们的进步,我努力思索着如何将自己的尝试转化为一种有效的习作教学模式。反复考虑
I. Origins of Proposition In early 2013, when talking with teachers, parents and students about the work-making issues, we often talked about the paucity of students’ work materials and the low quality of work. So, I try to identify different topics in different classes to arouse students’ thinking and to write articles related to the topic. In addition, I also carry out various experience activities around the topic and let the students write the profound scenes in the activity. Unexpectedly, through such teaching, the children’s interest in learning and the quality of work has been significantly improved and progress. Looking at the progress of children, I tried hard to ponder how to translate my attempts into an effective mode of learning and teaching. Think twice