“学写传记”写作现状与教学研究  

The Current Writing Situation and Teaching Research of “Learning to Write Biographies”

作　　者：曾卓夷 张好玲 

机构地区：[1]佛山科学技术学院人文与教育学院,广东 佛山

出　　处：《教育进展》2024年第5期723-729,共7页Advances in Education

摘　　要：“学习传记”是部编初中语文八年级上册第二单元的作文习作任务,所涉人物传记写作任务是对学生细致刻画人物形象与详细叙述事件的双重考验。如何指导学生更好地完成人物传记的撰写,是每一位语文老师应当重视的问题。然而当下,却存在语文教师简单解读单元写作要求,盲目布置写作任务,草草给学生的传记作文打分,便匆匆进入新一单元教学,甚至跳过作文不讲等现象。在“学写小传”作文教学中,教师应立足学情,重视在写作前指引、写作中指导、写作后修改、修改后讲评,在一系列活动中提高学生的语文写作水平。“Learning to Write Biographies” is a composition task for the second unit of the eighth grade Chinese textbook in junior high school. The writing of biographies involves a dual test of students’ detailed portrayal of character images and detailed narration of events. How to guide students to better complete the writing of biographies is a problem that every Chinese language teacher should pay attention to. However, the phenomenon of Chinese language teachers simply interpreting the requirements of unit writing, blindly assigning writing tasks, hastily grading students’ biographical compositions, and hastily entering a new unit of teaching, even skipping the composition without explaining it, still exists in school Chinese language teaching. In the teaching of “Learning to Write Biographies” essay writing, teachers should focus on the learning situation, attach importance to providing guidance before writing, guidance during writing, post writing revision, and post revision commentary, and improve students’ Chinese writing level through a series of activities.

关 键 词：写作教学 任务驱动式 写作指导课 写作讲评课 

分 类 号：G63[文化科学—教育学]