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长期以来,聋校习作教学一直难以走出高耗低效的困境,根源在于教师们大多忽视了习作指导这个重要环节。因为聋生写作是认识世界、吸收内化相关信息之后进行创造性表述的过程,其间所需吸纳的信息包含“表述”的内容、形式和方法。鉴于此,语文教师要牢固树立大作文教学观,积极营造自由、开放、和谐的习作教学氛围,灵活巧妙地运用多种方法进行习作指导,以提高聋生的习作水平。一、导在兴趣的激发1.创设情境,激发兴趣。“情以物迁,辞以情发。”聋生的情感总
For a long time, the teaching of deaf schools has been difficult to get out of the high cost inefficient predicament, the root cause is that most teachers ignore the important part of the work instruction. Because deaf students’ writing is a process of understanding the world and absorbing creative information after internalization, the information needed to be incorporated includes the content, form and method of “expression”. In view of this, Chinese teachers should firmly establish the teaching concept of large-scale composition, and actively create a free, open and harmonious atmosphere of teaching and learning, flexible and clever use of a variety of methods to guide the work to improve the level of deaf students. First, the lead in the excitement of interest 1. Create a situation, stimulate interest. “Emotions to things moved, resigned to the situation. ” Deaf students total emotion