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目的心理活动的描写一直是学生习作中的难题,究其原因,主要是由于心理活动是在一定的情境中发生的,事过境迁,学生无法重新获得当时的感受,下笔自然不容易。即使当初的心理感受还依稀可辨,鉴于孩子即时关注自身情感的能力不强,一般难以细细描摹心理。加上一般情况下,学生不会有相同的心理体验,教师在习作指导时也就无法集中指导心理活动描写。因而,心理活动的描写也就成为习作中难以落到实处的难题。笔者尝试在作文课上设计了一个情境,使学生获得相对强烈的心理体验,捕捉心情,指导学生进行心理活动的描写。
The purpose of the description of mental activity has always been a problem in student work, the reason is mainly due to psychological activity occurs in a certain situation, past events, students can not regain the feeling at the time, writing naturally is not easy. Even if the original psychological feeling is still faintly discernible, in view of the child’s immediate ability to focus on their own emotions is not strong, it is generally difficult to trace the psychology. In addition, under normal circumstances, students do not have the same psychological experience, teachers can not concentrate on guiding the description of psychological activities in the preparation of guidance. Therefore, the description of mental activity has also become difficult to implement practical problems. I try to design a context in the composition class, so that students get a relatively strong psychological experience, to capture the mood, to guide students to describe the psychological activities.