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习作教学应从儿童表达需求出发,借助言语交流达成自身的意愿,调动学生的习作兴趣,变被动习作为主动倾诉的要求,这就是“功能性习作教学”的核心。以下是我在教学过程中的一点尝试与体会。一、创设功能语境,还原生活我们可以在教学中引进生活,让儿童的习作从现实生活出发,扎根于儿童的生活。怎样将教学融入儿童生活,这就需要情境。“功能性习作教学”创设的情境就是“功能性情境”。如在习作指导课《设立一个节日》这个案例中,我巧妙借助“美
The teaching of practice should be based on the needs of children to express their wishes, to achieve their own will by means of verbal exchanges, to arouse students’ interest in learning and to be motivated to take the initiative to talk. This is the core of ”teaching of functional learning“. The following is my attempt in the teaching process and experience. First, create a functional context, restore life We can introduce the teaching of life, so that children’s work from the real life, rooted in children’s lives. How to integrate teaching into children’s lives requires a situation. ”Functional learning teaching “ to create the situation is ”functional situation “. As an example, in the case of ”setting up a holiday“ for the instructional lesson, I skillfully used ”beauty."