一年級學生“前書寫能力”的起點分析和教學改進
發(fā)布時間：2019-06-25 00:03
【摘要】："前書寫"是指學前幼兒所進行的非正式的書寫活動,然而因為"前書寫"的寬泛定位導致了學前兒童"前書寫能力"參差不一的學習起點,為一年級的書寫指導帶來了巨大挑戰(zhàn)�；趯W情視角,對柯橋城區(qū)三所幼兒園進行了問卷調(diào)查、教師訪談和數(shù)據(jù)分析,在此基礎上提出了"抓住關(guān)鍵糾正姿勢""建立長效機制形成多方合力"和"開發(fā)‘書寫第一課’微課程實施情趣教學"等改進策略。
[Abstract]:"pre-writing" refers to the informal writing activities carried out by preschool children. However, the broad orientation of "pre-writing" leads to the uneven learning starting point of "pre-writing ability" of preschool children, which brings great challenges to the writing guidance of the first grade. Based on the perspective of learning situation, this paper makes a questionnaire survey, teacher interview and data analysis of three kindergartens in Keqiao city. On this basis, it puts forward some improved strategies, such as "grasping the key correction posture", establishing a long-term mechanism to form a multi-party joint force "and" developing 'writing the first lesson' microcurriculum to implement interest teaching ".
【作者單位】： 浙江省紹興市柯橋區(qū)漓渚鎮(zhèn)中心小學;
【分類號】：G623.2
，
本文編號：2505475
[Abstract]:"pre-writing" refers to the informal writing activities carried out by preschool children. However, the broad orientation of "pre-writing" leads to the uneven learning starting point of "pre-writing ability" of preschool children, which brings great challenges to the writing guidance of the first grade. Based on the perspective of learning situation, this paper makes a questionnaire survey, teacher interview and data analysis of three kindergartens in Keqiao city. On this basis, it puts forward some improved strategies, such as "grasping the key correction posture", establishing a long-term mechanism to form a multi-party joint force "and" developing 'writing the first lesson' microcurriculum to implement interest teaching ".
【作者單位】： 浙江省紹興市柯橋區(qū)漓渚鎮(zhèn)中心小學;
【分類號】：G623.2
，
本文編號：2505475
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