本文關(guān)鍵詞： 交互式電子白板 小學作文教學 作文教學的現(xiàn)狀 有效策略　出處：《四川師范大學》2014年碩士論文　論文類型：學位論文

【摘要】：作文教學在小學語文各板塊的教學中有著舉足重輕的地位，但作文教學又有著自身的一些特點：學生的寫作費時，作文質(zhì)量的提高并不能一蹴而就，教師的評改費時，很難實現(xiàn)學生作品的交流。因此，作文一直都是小學語文教學中亟待突破的一個重點和難點。在教學中，我發(fā)現(xiàn)交互式電子白板對小學語文教學有很大的幫助，我們可以在低段的教學中利用電子白板創(chuàng)設情境，吸引學生的注意力，利用它的錄像和回放功能，教學生如何書寫漢字，給學生留下更加深刻的印象；在中高段的語文教學中，我們可以利用其拖放和批注功能，進行重點語句的分析和體會，引導學生學會欣賞和評價，從而對文章的理解會更加深刻。在教學實際中，，學生應是課堂的主體，而教師在課堂中只是起著主導作用。我們應該努力在這種新的教學環(huán)境下，利用現(xiàn)代教育技術(shù)，遵循小學作文教學的特點與規(guī)律，激發(fā)學生主體精神，讓學生學會作文，找出在小學作文課堂教學中如何使用交互式電子白板的各種功能，更有效地提高我們的寫作教學的效率。 本文重點從交互式電子白板的原理及其在國內(nèi)外課堂教學中的應用研究，作文教學中電子白板使用的現(xiàn)狀和在作文教學中如何合理有效使用交互式電子白板這三個方面進行了深入的研究，概括如下： （1）詳細地闡述了交互式電子白板的結(jié)構(gòu)原理以及其特點，同時對國內(nèi)外課堂教學中對交互式電子白板的應用加以分析，為本次研究提供合理有效的理論依據(jù)，為論文的進一步研究打下了比較堅實的基礎(chǔ)。 （2）通過對所在小學的語文教師和學生分別進行問卷調(diào)查，對問卷中的關(guān)鍵問題進行分析，然后結(jié)合實際，分別總結(jié)出我校教師在作文教學中的困惑，以及學生不愿意寫作文的原因。 （3）根據(jù)對問卷調(diào)查的分析，整理分析出如何使用交互式電子白板提高我校作文教學更為有效的策略，并把這些想法應用于自己平時的作文教學實踐中，并以典型案例為例進行詳盡的分析，最后通過對學生進行問卷調(diào)查和學生作文水平的比對，來映證這些策略的有效性。
[Abstract]:Composition teaching plays an important role in the teaching of Chinese in primary schools, but composition teaching has its own characteristics: students' writing takes time and the quality of composition can not be improved overnight. It is difficult to realize the communication of students' works because teachers' evaluation takes time. Therefore, composition has always been an important and difficult point in primary school Chinese teaching. I find that interactive electronic whiteboard is of great help to primary school Chinese teaching, we can use electronic whiteboard to create situations, attract students' attention, and make use of its video and playback functions. Teach students how to write Chinese characters, leaving a more profound impression on students; In the middle and high language teaching, we can use the function of drag-and-drop and annotation to analyze and understand the key sentences, and guide the students to appreciate and evaluate. Thus the understanding of the article will be more profound. In the teaching practice, the students should be the main body of the classroom, while the teachers only play a leading role in the classroom. We should try our best to be in this new teaching environment. By using modern educational technology, following the characteristics and rules of composition teaching in primary school, we can stimulate the students' spirit of subject, let students learn to write, and find out how to use the various functions of interactive electronic whiteboard in the classroom teaching of primary school composition. More effectively improve the efficiency of our writing teaching. This paper focuses on the principle of interactive electronic whiteboard and its application in classroom teaching at home and abroad. The present situation of the use of electronic whiteboard in composition teaching and how to use interactive whiteboard reasonably and effectively in composition teaching have been deeply studied, which can be summarized as follows: This paper expounds the structure principle and characteristics of interactive electronic whiteboard, and analyzes the application of interactive electronic whiteboard in classroom teaching at home and abroad. For this study to provide a reasonable and effective theoretical basis for the further study of the paper laid a relatively solid foundation. 2) through the questionnaire survey of Chinese teachers and students in primary schools, the paper analyzes the key problems in the questionnaire, and then sums up the confusion of teachers in composition teaching. And why students are reluctant to write. 3) based on the analysis of questionnaire survey, the author analyzes how to use interactive electronic whiteboard to improve the composition teaching of our school more effectively, and applies these ideas to his usual composition teaching practice. Taking the typical case as an example, the author analyzes the effectiveness of these strategies by means of questionnaire survey and the comparison of students' composition level.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G623.24;G434

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