本文選題：看圖寫話 + 對話��； 參考：《四川師范大學》2015年碩士論文

【摘要】：看圖寫話是指在寫作中先要求看圖,然后根據(jù)圖上所畫的內(nèi)容進行寫作,圖畫可以是一幅或者多幅�？磮D寫話是小學作文的一種初步訓練,它利用直觀形象的畫面訓練學生的觀察能力,思維能力,促進兒童語言與書面語言進行相互銜接、轉(zhuǎn)換,其重要性是不言而喻的。因此,在小學低段的教學中,老師們有意識的訓練學生看圖、說話、寫話,以圖畫為依托訓練學生的寫話能力�？墒情L期困擾小學看圖寫話教學的問題卻是缺乏寫話訓練的素材,圖畫題材單一,脫離實際;同時由于小學生缺乏生活體驗,加上語言的積累有限(特別是低年級學生要將口頭語言轉(zhuǎn)化為書面語言是很困難的),學生寫話興趣不高,缺少思維的拓展。再次,因為目前我們?nèi)狈σ惶卓茖W的、系統(tǒng)的、適用性較強的小學看圖寫話訓練教材,這給低段教師的教學帶來一定的自主性的同時,也存在看圖寫話教學安排過于隨意,沒有系統(tǒng)性。因而,在圖畫與文本之間的轉(zhuǎn)化過程,立足于教師與學生的教與學,結(jié)合學生已有的經(jīng)驗,利用對話策略喚醒學生的思維,激發(fā)想象力,增長新的知識經(jīng)驗。孩子們在自身自長的過程中,他們的生活不是一片空白,孩子們也不是一張白紙,每一個孩子都是獨特的,有著不同的生活經(jīng)驗,有自己的思維和想象力。因此,我們在進行看圖寫話教學時,不能偏離低年級學生的認知水平和生活實際,要求他們能夠?qū)懗龇从成鐣?宣揚社會價值的重大題材。所以,我們認為學生活動即創(chuàng)作素材,聯(lián)系生活觀察圖,創(chuàng)設情境一起描繪。學生從不同角度去分析,將圖畫歸類,有序進行,避免訓練隨意化。借助圖畫,依托圖畫,使學生們在觀察的過程中思考圖畫中有什么?在哪里?或者怎么辦?是什么時候?做的什么事情?順序如何?……結(jié)合自身經(jīng)驗,利用教學活動去啟發(fā),交流,喚醒學生們的興趣、想象、情感、態(tài)度認知等,激發(fā)學生的表達欲望,提高學生的表達能力。這樣的教學活動,調(diào)動學生自身的經(jīng)驗去感受體驗;通過畫面又走出畫面讓學生的寫作生活化;通過情境創(chuàng)設和活動組織,積累習作素材,獲得寫作的成功體驗。在整個創(chuàng)作過程中,師生處于自由而又嚴肅的“活動”中,將對話作為教學中的生存狀態(tài),活動符合學生的身心發(fā)展特點,師生處于積極的心靈狀態(tài)。而看圖寫話訓練的有效性得到落實,更能夠讓學生養(yǎng)成善于觀察,善于積累,珍視生活感受的習慣,有利于學生寫作能力的提高。
[Abstract]:To write a picture is to ask to read the picture first and then write according to what is drawn on it. The picture can be one or more pictures.Reading pictures and writing words is a kind of primary training in primary school composition. It uses visual images to train students' ability of observation and thinking, and promotes the children's language and written language to connect and convert. Its importance is self-evident.Therefore, teachers consciously train students to read pictures, talk, write words, rely on pictures to train students' writing ability.However, the problem that has plagued the teaching of picture writing in primary schools for a long time is the lack of materials for writing language training, and the fact that the subject matter of pictures is single and divorced from reality. At the same time, due to the lack of life experience of pupils,In addition, the accumulation of language is limited (especially it is very difficult for junior students to convert oral language into written language, students' interest in writing is not high, lack of expansion of thinking.Thirdly, because at present we lack a set of scientific, systematic and applicable training materials for reading and writing words in primary schools, this brings some autonomy to the teaching of teachers in the lower sections, and at the same time, there are also some teaching arrangements for reading and writing words that are too casual.It is not systematic.Therefore, the transformation process between pictures and texts is based on the teaching and learning of teachers and students, combined with students' existing experience, using dialogue strategies to awaken students' thinking, stimulate imagination, and increase new knowledge and experience.Children grow up in their own process, their life is not a blank, children are not a blank paper, each child is unique, with different life experience, have their own thinking and imagination.Therefore, we should not deviate from the cognitive level and the reality of life of the junior students, and ask them to write out the major subjects reflecting social life and propagating social value.Therefore, we think that student activities that create materials, linked to life observation map, create a situation to describe together.Students from different angles to analyze, the pictures classified, orderly, avoid random training.With the help of pictures and pictures, students can think about pictures in the process of observation.Where?Or what?When?What do you do?What's the order?Combined with their own experience, using teaching activities to enlighten, communicate, awaken students' interest, imagination, emotion, attitude and cognition, stimulate students' desire to express and improve students' ability of expression.Such teaching activities, mobilize students' own experience to experience; through the screen and out of the picture to let students write life; through the creation of situations and activities to organize, accumulate exercise materials, to obtain successful writing experience.In the whole creation process, the teachers and students are in the free and serious "activity", regard the dialogue as the living state in the teaching, the activity accords with the student's body and mind development characteristic, the teacher and student is in the positive state of mind.The effectiveness of the training can help students develop the habit of observing, accumulating and valuing the feeling of life, which is beneficial to the improvement of students' writing ability.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.2

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