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提高小学生习作能力除注意方法与技巧的指导外,还不可忽视情感因素的培养。因为,情感伴随着思维,只有“情动”才有“辞发”。一、注意情感的两极性,抓见题动情。情感的两极性在小学生习作中表现为对题材的喜欢与讨厌等相对应的两端。教材中虽明确规定了习作题,但“材”可在题的范围内自由选择,而取材与情感又有直接关系:有情写材,趣味浓厚;反之,则兴味寡然。要达到“见题动情”,条件是“有情可动”,这就得注意取材上的“情”的培养。如何培养呢?
To improve pupils’ ability to work in addition to the guidance of methods and techniques, we must not neglect the cultivation of emotional factors. Because emotions accompany thinking, only “emotional” can “resign”. First, pay attention to the bipolarity of emotions and grasp the sentiment of the subject. The two polarities of emotion are expressed in the pupil’s work as two ends corresponding to the subject’s likes and dislikes. Although textbooks clearly specify the study questions, “materials” can be freely chosen within the scope of the questions, and the materials and emotions are directly related to each other: passionate writing materials and interesting tastes, and vice versa. In order to achieve the “emergence of the subject”, the condition is “movement with affection”, which requires attention to the training of “emotions” on materials. How to cultivate it?