發(fā)布時(shí)間：2018-04-16 18:55

  本文選題：看圖寫(xiě)話 + 對(duì)話�。� 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：看圖寫(xiě)話是指在寫(xiě)作中先要求看圖,然后根據(jù)圖上所畫(huà)的內(nèi)容進(jìn)行寫(xiě)作,圖畫(huà)可以是一幅或者多幅。看圖寫(xiě)話是小學(xué)作文的一種初步訓(xùn)練,它利用直觀形象的畫(huà)面訓(xùn)練學(xué)生的觀察能力,思維能力,促進(jìn)兒童語(yǔ)言與書(shū)面語(yǔ)言進(jìn)行相互銜接、轉(zhuǎn)換,其重要性是不言而喻的。因此,在小學(xué)低段的教學(xué)中,老師們有意識(shí)的訓(xùn)練學(xué)生看圖、說(shuō)話、寫(xiě)話,以圖畫(huà)為依托訓(xùn)練學(xué)生的寫(xiě)話能力�？墒情L(zhǎng)期困擾小學(xué)看圖寫(xiě)話教學(xué)的問(wèn)題卻是缺乏寫(xiě)話訓(xùn)練的素材,圖畫(huà)題材單一,脫離實(shí)際;同時(shí)由于小學(xué)生缺乏生活體驗(yàn),加上語(yǔ)言的積累有限(特別是低年級(jí)學(xué)生要將口頭語(yǔ)言轉(zhuǎn)化為書(shū)面語(yǔ)言是很困難的),學(xué)生寫(xiě)話興趣不高,缺少思維的拓展。再次,因?yàn)槟壳拔覀內(nèi)狈σ惶卓茖W(xué)的、系統(tǒng)的、適用性較強(qiáng)的小學(xué)看圖寫(xiě)話訓(xùn)練教材,這給低段教師的教學(xué)帶來(lái)一定的自主性的同時(shí),也存在看圖寫(xiě)話教學(xué)安排過(guò)于隨意,沒(méi)有系統(tǒng)性。因而,在圖畫(huà)與文本之間的轉(zhuǎn)化過(guò)程,立足于教師與學(xué)生的教與學(xué),結(jié)合學(xué)生已有的經(jīng)驗(yàn),利用對(duì)話策略喚醒學(xué)生的思維,激發(fā)想象力,增長(zhǎng)新的知識(shí)經(jīng)驗(yàn)。孩子們?cè)谧陨碜蚤L(zhǎng)的過(guò)程中,他們的生活不是一片空白,孩子們也不是一張白紙,每一個(gè)孩子都是獨(dú)特的,有著不同的生活經(jīng)驗(yàn),有自己的思維和想象力。因此,我們?cè)谶M(jìn)行看圖寫(xiě)話教學(xué)時(shí),不能偏離低年級(jí)學(xué)生的認(rèn)知水平和生活實(shí)際,要求他們能夠?qū)懗龇从成鐣?huì)生活,宣揚(yáng)社會(huì)價(jià)值的重大題材。所以,我們認(rèn)為學(xué)生活動(dòng)即創(chuàng)作素材,聯(lián)系生活觀察圖,創(chuàng)設(shè)情境一起描繪。學(xué)生從不同角度去分析,將圖畫(huà)歸類,有序進(jìn)行,避免訓(xùn)練隨意化。借助圖畫(huà),依托圖畫(huà),使學(xué)生們?cè)谟^察的過(guò)程中思考圖畫(huà)中有什么?在哪里?或者怎么辦?是什么時(shí)候?做的什么事情?順序如何?……結(jié)合自身經(jīng)驗(yàn),利用教學(xué)活動(dòng)去啟發(fā),交流,喚醒學(xué)生們的興趣、想象、情感、態(tài)度認(rèn)知等,激發(fā)學(xué)生的表達(dá)欲望,提高學(xué)生的表達(dá)能力。這樣的教學(xué)活動(dòng),調(diào)動(dòng)學(xué)生自身的經(jīng)驗(yàn)去感受體驗(yàn);通過(guò)畫(huà)面又走出畫(huà)面讓學(xué)生的寫(xiě)作生活化;通過(guò)情境創(chuàng)設(shè)和活動(dòng)組織,積累習(xí)作素材,獲得寫(xiě)作的成功體驗(yàn)。在整個(gè)創(chuàng)作過(guò)程中,師生處于自由而又嚴(yán)肅的“活動(dòng)”中,將對(duì)話作為教學(xué)中的生存狀態(tài),活動(dòng)符合學(xué)生的身心發(fā)展特點(diǎn),師生處于積極的心靈狀態(tài)。而看圖寫(xiě)話訓(xùn)練的有效性得到落實(shí),更能夠讓學(xué)生養(yǎng)成善于觀察,善于積累,珍視生活感受的習(xí)慣,有利于學(xué)生寫(xiě)作能力的提高。
[Abstract]:To write a picture is to ask to read the picture first and then write according to what is drawn on it. The picture can be one or more pictures.Reading pictures and writing words is a kind of primary training in primary school composition. It uses visual images to train students' ability of observation and thinking, and promotes the children's language and written language to connect and convert. Its importance is self-evident.Therefore, teachers consciously train students to read pictures, talk, write words, rely on pictures to train students' writing ability.However, the problem that has plagued the teaching of picture writing in primary schools for a long time is the lack of materials for writing language training, and the fact that the subject matter of pictures is single and divorced from reality. At the same time, due to the lack of life experience of pupils,In addition, the accumulation of language is limited (especially it is very difficult for junior students to convert oral language into written language, students' interest in writing is not high, lack of expansion of thinking.Thirdly, because at present we lack a set of scientific, systematic and applicable training materials for reading and writing words in primary schools, this brings some autonomy to the teaching of teachers in the lower sections, and at the same time, there are also some teaching arrangements for reading and writing words that are too casual.It is not systematic.Therefore, the transformation process between pictures and texts is based on the teaching and learning of teachers and students, combined with students' existing experience, using dialogue strategies to awaken students' thinking, stimulate imagination, and increase new knowledge and experience.Children grow up in their own process, their life is not a blank, children are not a blank paper, each child is unique, with different life experience, have their own thinking and imagination.Therefore, we should not deviate from the cognitive level and the reality of life of the junior students, and ask them to write out the major subjects reflecting social life and propagating social value.Therefore, we think that student activities that create materials, linked to life observation map, create a situation to describe together.Students from different angles to analyze, the pictures classified, orderly, avoid random training.With the help of pictures and pictures, students can think about pictures in the process of observation.Where?Or what?When?What do you do?What's the order?Combined with their own experience, using teaching activities to enlighten, communicate, awaken students' interest, imagination, emotion, attitude and cognition, stimulate students' desire to express and improve students' ability of expression.Such teaching activities, mobilize students' own experience to experience; through the screen and out of the picture to let students write life; through the creation of situations and activities to organize, accumulate exercise materials, to obtain successful writing experience.In the whole creation process, the teachers and students are in the free and serious "activity", regard the dialogue as the living state in the teaching, the activity accords with the student's body and mind development characteristic, the teacher and student is in the positive state of mind.The effectiveness of the training can help students develop the habit of observing, accumulating and valuing the feeling of life, which is beneficial to the improvement of students' writing ability.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2

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