小学中段学生体验式习作教学对策研究摘要小学习作教学是奠定学生写作能力的关键阶段，而小学中段对孩子而言是习作学习的起点，必须在这一阶段打牢基础。当前针对小学中段习作教学的研究成果颇丰，但是整体上还是存在一定的不足，中段学生习作教学的效果并不理想。本研究将针对小学中段习作学习中存在的问题，特别是习作失真现象展开细致的分析与研究，提出当前小学中段习作失真的问题与原因，并针对这些原因提出体验式习作教学的对策和建议，希望能够寻求有效的教学策略，提高中段学生的习作能力。本研究主要采用文献资料法、访谈法、案例研究法以及行动研究法等方法，针对小学中段习作失真现象进行深入剖析，基于笔者的习作教学实践基础，将体验式习作教学的相关理论应用于习作教学实践中，希望能够在实践中检验和完善体验式教学理论，并为本文研究中体验式习作教学提出一定的建议和对策。本文共分为以下五个部分：第一部分，绪论。对本文研究背景、目的及意义进行深入阐释，并对相关文献进行综述。第二部分，概念界定。对本文研究的核心概念进行界定，具体分析失真及体验式教学两个重点概念，特别是关于“失真”的判断标准、原则等方面要素进行深入分析。第三部分，小学中段学生体验式习作教学案例及分析。基于体验式教学理论设计习作教学流程，并且让学生进行写作，判断学生写作结果是否存在失真的现象。第四部分，小学中段学生习作失真现象的调查及归因分析。通过访谈法等方法具体分析当前小学中段学生习作失真的现状及成因。第五部分，针对上文案例调查及访谈调查结果，提出具有针对性的教学策略，转变当前中段学生习作失真的问题。关键词：习作教学失真体验式教学AbstractPrimaryschoolprojectteachingisthekeytoestablishthestudentwritingabilitystage,middleandprimaryschoolforchildrenisthestartingpointofprojectlearning,mustplaybasicjobsatthisstage.Thecurrentstudyofprimaryschoolmiddleprojectteachingachievements,butonthewholetherearestillsomeshortage,middlestudentstudiestheteachingeffectisnotideal.Thisstudywillfocusontheproblemsexistingintheprimaryschoolmiddleprojectstudy,especiallythepaperdistortionondetailedanalysisandresearch,putforwardtheproblemsandreasonsofthedistortionofthecurrentprimaryschoolmiddleproject,andaimsatthesereasonsputforwardthecountermeasureandthesuggestionofexperientialexercisesteaching,hopingtoseekeffectiveteachingstrategy,improvethemiddlestudents'projectability.ThisresearchmainlyUSEStheliteraturematerialmethod,interviewmethod,casemethod,aswellasthemethodofactionresearchmethod,etc,forresearchesinelementaryschoolmiddlepaperdistortion,andbasedontheauthorstudiestheteachingpractice,theapplicationoftherelevanttheoriesofexperientialteachingassignmentsinthepracticeofteachingassignments,wanttobeabletotestandimprovetheexperiencetypeteachingtheoryinpractice,andresearchexperienceinprojectteachingforthisarticleputsforwardsomeSuggestionsandcountermeasures.Thispaperwillbedividedintothefollowingfiveparts:Thefirstpart,introduction.Tothisarticleresearchbackground,purposeandsignificanceofin-depthinterpretation,andtherelatedliteraturewerereviewed.Thesecondpart,thedefinition.Thedefiningthecoreconcepts,thispaperstudiesinaspecificanalysisofdistortionandexperientialteachingtwokeyconcepts,particularlywithregardtothe"distortion"criterion,principleoffactoranalysis.Midwaythroughthethirdpart,theelementaryschoolstudentsexperiencetypeteachingcasestudiesandanalysis.Basedonthetheoryofexperientialteachingdesignprojectteachingprocess,andletthestudentstowrite,todeterminewhetherastudentwritingresultisdistortedphenomenon.Midwaythroughthefourthpart,theelementaryschoolstudentstudiesdistortionanalysisofthesurveyand...
