捕捉生活 灵动文章——小学高年级作文教学生活化探索-capture lifes clever articles - exploration of life-oriented composition teaching in senior primary school.docxVIP

摘要根据《义务教育语文课程标准（2011 年版）》，作文教学要重视学生的写作兴趣和习惯， 鼓励表达真情实感，鼓励有创意的表达，引导学生热爱生活，亲近自然，关注社会。作文 教学要提倡生活化，在生活中积累素材，在生活中体验感悟，用生活的内容进行表达，以 生活的态度鼓励评价。作文本应是学生发自内心的一种由内而外的倾吐，是一种基于表达需要的极具诱惑力 的创造性活动。然而目前的作文教学同学生的现实生活有着一定的距离，作文教学模式单 一、重技巧训练轻生活引导、重写作结果轻过程评价，使得学生作文兴趣缺乏、作文内容 虚假、作文语言老成、作文习惯缺失，使作文蒙上了灰色阴影。作文偏离了学生的本心， 作文教学陷入了形式化的困境。针对这些问题，在进行作文教学时，要强调教学的生活化。首先，激发学生写作兴趣， 使作文教学目的生活化。通过挖掘生活化的作文命题，对命题进行创造性的改造，使作文 成为学生生活的一种需求。其次，要确保学生乐于接受，使作文教学方式生活化。树立平 等友好的师生关系，创造丰富多样的作文教学方式，使学生在作文教学中感受到快乐，从 内心接受写作活动。第三，要丰富学生生活经历，使作文教学内容生活化。指导学生学会 观察，参与生活，体验生活，描绘生活，使学生的作文有生活内容可写，有真实感情可抒。 第四，要成就学生作文风采，使作文教学评价生活化。要努力使评价内容生活化，评价过 程生活化，评价主体多元化，作文评语感情化。通过鼓励性、激励性的评价使学生感受到 成功的喜悦。针对小学高年级学生的特征以及当前作文教学中出现的问题，在作文教学生活化方面 进行积极的探索，有助于通过更加有效的方式，提高学生的作文水平，推动作文教学的长 远发展。关键词：小学高年级，作文教学生活化，实施策略AbstractAccording to Chinese Curriculum Criterion of Compulsory Education (2011 Edition), the composition teaching needs to emphasize students’ writing interest and custom, encourages to express true feelings and creative expressions, leads students to love life, to close to nature, and to concern the society. Therefore, the composition teaching needs to advocate lifestyle, which indicates to accumulate material in the life, to acquire experiences in the life, to express with contents from the life, and to encourage evaluation with attitudes of the life.The composition is supposed to be a kind of children’s way of pouring out from insides to outsides, and a kind of tempting creative activity to express subjects. However, the present composition teaching stays a certain distance with students’ real lives, and the mode of composition teaching is single and emphasizes skill training and writing result instead of living instruction and process evaluation. Therefore, students lose their interest in composition and write it with false contents, composition language well versed and it’s habit loss, which cover their composition with grey shadow. As a result, compositions deviate from students’ innate mind, and the composition teaching falls into a fo