【摘要】：正習(xí)作行為的最大特點是過程性,習(xí)作教學(xué)研究的最大難點在于過程的"不在場性"。傳統(tǒng)的習(xí)作教學(xué)缺乏教師對學(xué)生習(xí)作過程的有效幫助與指導(dǎo),更缺乏語境場域支撐與過程性指導(dǎo)的匹配,這導(dǎo)致了習(xí)作教學(xué)長期在低效中徘徊。隨著習(xí)作教學(xué)改革的深化,人們已經(jīng)越來越意識到語境構(gòu)建、動態(tài)推進(jìn)與過程性指導(dǎo)整合間的聯(lián)系。一、語境的整體構(gòu)建,促進(jìn)有效整合與構(gòu)思語境構(gòu)建和動態(tài)推進(jìn)是習(xí)作目標(biāo)語境各要素之間關(guān)聯(lián)與順應(yīng)的結(jié)果。
[Abstract]:The biggest characteristic of positive writing behavior is the process, and the most difficult point of teaching and studying is the "alibi" of the process. The traditional exercise teaching lacks the effective help and guidance of teachers to the process of students' exercises, and lacks the support of context field and the matching of process guidance, which causes the practice teaching to linger in low efficiency for a long time. With the deepening of the teaching reform, people have become more and more aware of the relationship between context construction, dynamic advancement and process guidance integration. First, the whole construction of context, the promotion of effective integration, the construction of context and the dynamic advancement of context are the results of the relevance and adaptation among the elements of the target context.
【作者單位】： 浙江杭州建德市教師進(jìn)修學(xué)校;
【分類號】：G623.24
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本文編號：2161693