应用文写作练习在“注音识字,提前读写”低段实验教材中占有一定的比例。但由于其格式的规范性和内容的限定性,教学方法易形成程式化的模式,导致教的枯燥,学的乏味。在实验中,我抓住“新、趣、活”对学生进行引导,取得了较好的成效。下面谈谈我的做法: 引入求新心理学表明:儿童容易为一些新异刺激所激动而兴奋,而且注意外部表现很明显。在引入课题时,我力求用身边的新事件,辅之以“新”的语 Practical writing practice in the “phonetic literacy, read and write in advance” experimental textbook occupies a certain percentage. However, due to its normative format and the limited content, teaching methods tend to form a stylized pattern, resulting in teaching boring, learning boring. In the experiment, I grasp the “new, interesting, live” to guide students, and achieved good results. Now let's talk about my approach: The introduction of a new psychology shows that children are easily excited by the excitement of some novelty and excitement, and pay attention to the obvious externalities. When introducing the subject, I tried to use the new incident beside me with the phrase “new”