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事例一:我县每年一次的中高年级段作文竞赛,我校迄今共参加过8次,总计参赛人数为163人次,但共获奖6人次,仅占参赛人数的3.7%,并且这6人次都是三等奖,获奖率甚低。事例二:我对本教育辅导站200名五年级学生做了一次关于是否喜欢作文的问卷调查,喜欢作文的有37人,介于喜欢和不喜欢之间的有21人,不喜欢的有142人,不喜欢作文的学生占71%。事例三:办公室里语文教师最头痛的就是作文课,最不想阅的作业就是学生作文,每次考试得分率最低的也是作文……通过以上事例,不难发现农村小学的作文教学存在着许多弊端和问题,这些问题严重制约学生表达能力的发展。本人连续七年执教学校的高年级语文课,根据社会环境、学校情况和学生自身特点以及教师的自身原因,逐步在教学
Example 1: Once a year, our county is composed of essay competitions in the upper and middle grades. Our school has participated in 8 competitions so far, with a total of 163 participants. However, it has won 6 awards, accounting for only 3.7% of the participants, and these 6 are Third prize, winning rate is very low. Case 2: I conducted a questionnaire survey on whether or not I like essay by 200 fifth-grade students in this education counseling station. There are 37 people who like writing, 21 people who like to do or who do not like, 142 people who do not like 71% of students do not like writing. Case three: the most headache in the office language teacher is the composition class, the most do not want to read the homework is the student essay, the lowest score for each test is also a composition ... Through the above examples, it is not difficult to find that rural primary school composition teaching there are many drawbacks And problems, these problems seriously restrict the development of students’ ability to express. For seven years in a row, I am teaching Chinese in senior grades. According to the social environment, the situation of the school and the students ’own characteristics and the teachers’ own reasons, I gradually teach in the teaching