小学语文习作单元学习模式的实践探索  

Practical Exploration on the Learning Model of Primary School Chinese Writing Unit

作　　者：熊梅 王敏[1] 仲秋红 梁晓松 袁娟 刘华 XIONG Mei;WANG Min;ZHONG Qiuhong;LIANG Xiaosong;YUAN Juan;LIU Hua

机构地区：[1]贵州师范大学教育学院,贵州贵阳550000 [2]贵阳市乐湾国际实验小学

出　　处：《天津师范大学学报（基础教育版）》2020年第1期37-41,共5页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：贵州师范大学博士科研启动项目“发展小学生学科素养的单元学习协同创新研究”（2017社科博（33）号）

摘　　要：“习作”在义务教育语文课程标准中具有非常重要的地位和作用。小学语文习作单元学习模式的实践运用要注重“习作单元主题、目标与评价计划的确定”。习作单元学习模式的实施要着重从导入、展开、总结三个阶段下功夫。导入阶段:创设情境,明确习作目标与学习计划;展开阶段:习得技能,拓展运用;总结阶段:赏析评价,反思提升。习作单元学习模式的实践可有效地促进学生习作素养的发展,提升了不同学习水平学生的习作素养。此外,应提升教师对习作单元学习方案整体设计的能力,加强对个别学生的指导与支援。“Learning to write”plays an important role in the Chinese curriculum standard of compulsory education.The practical application of the learning model of primary school Chinese writing unit should focus on“determining the theme of writing unit,making unit objectives and evaluation plan”.The implementation of the writing unit learning mode should be carried out in three stages:introduction stage,setting up the situation,defining the exercise goal and learning plan;developing stage,acquiring skills,expanding the application;summary stage,appreciation and evaluation,reflection and improvement.The practice of writing unit learning model effectively promotes the development of students’writing quality and improves students’writing quality at different learning levels.Besides,teachers should enhance their ability to design the overall learning program of the exercise unit and strengthen their guidance and support to individual students.

关 键 词：小学语文 习作单元 学习模式 

分 类 号：G623[文化科学—教育学]