论文部分内容阅读
写作分析课的最大特点是“反馈——矫正——深化”。教师能遵循《教育论》中的“情感教育”和《教学论》中的“借鉴学习”与“榜样学习”的原则,通过对个别学生好文章的成果展示,在欣赏优美文笔的过程中,激发学生学习兴趣,从而培养学生的非智力因素;通过必要的情感教育(不是训斥),培养学生的自信心,以好的姿态进入下一阶段的学习。同时学生写作错误获解之后,体现了认知,回过头来对写作中出现的错误进行自发领悟、自觉分析,从而得到提高。
Writing analysis of the most important feature is “Feedback - Correction - Deepen ”. Teachers can follow the principle of “learning by reference” and “learning by example” in “Emotional Education” and “Teaching Theory” in “Education Theory” and through the demonstration of the achievement of good articles by individual students In the process of beautiful writing, to stimulate students interest in learning, so as to develop students ’non-intelligence factors; through the necessary emotional education (not reprimand), develop students’ self-confidence, with good attitude to the next stage of learning. At the same time, after the students’ writing errors are solved, they embody their cognition and come back to the spontaneous comprehension and conscious analysis of mistakes in their writing so as to be improved.