小学作文教学中的“微互动”研究

发布时间：2018-10-22 06:44

【摘要】：当前,互联网技术正日益催生与推进着课堂教学变革。本论文尝试将“微信”平台融入小学作文教学中,探究“微互动”对小学作文教学的影响与作用。小学作文教学的“微互动”,是指在互联网技术的支持下,借助于“微信”交流平台,围绕着小学作文教学过程而展开的师生之间以及生生之间的学习交流活动。小学作文教学的“微互动”,利用微信交流的互动性、及时性、超时空性等特征,有利于作文教师对小学生作文构思过程和修改过程进行及时的介入和干预。小学作文教学中的“微互动”,是在保持小学生作文创作独立性的前提基础上,利用互联网技术手段拓宽小学生的创作思路、丰富小学生的创作技巧并最终提升小学生的作文创作积极性的一种教学手段,该教学形式具有跨越时空局限、增强受众参与性、提升互动时效性、维护交流者独立性以及平衡交流双方的地位关系等特点。论文采取行动研究法,以J小学5年级的小学高年级学生为研究对象,实施作文教学的“微互动”实践。研究表明,在小学作文教学中应用“微互动”教学,可以提升小学生对于字词和句子分享的重视程度,提升小学生的理解能力,还可以有效提升小学生的语言表达能力。研究发现,在应用“微互动”教学时,需要注意避免出现微互动教学方式的不够规范、教学观念的更新不够及时、对小学生的配合度关注不够、微信群互动氛围营造不理想以及家长对“微互动”不够理解等问题。为了更好地促进小学作文教学中的“微互动”实践,提升小学生的作文水平,需要进一步规范地创建“微互动”平台；引导并要求教师与时俱进,借用新媒介转变教学观念；利用教学互动调动学生,培养学生写作自觉性；创造互动氛围,增加分享佳作的示范评价环节；家校通力合作,对小学生使用微信平台进行有效监管。
[Abstract]:At present, Internet technology is increasingly promoting classroom teaching reform. This paper attempts to integrate WeChat into the composition teaching of primary schools, and probes into the influence and effect of micro-interaction on the teaching of composition in primary schools. The "micro-interaction" of composition teaching in primary school refers to the learning and communication activities between teachers and students and between students and students under the support of Internet technology and with the help of "WeChat" communication platform. The "micro-interaction" of composition teaching in primary school, which makes use of the interactive, timely and transcendental characteristics of WeChat communication, is conducive to the timely intervention and intervention of composition teachers in the process of composition conception and revision of primary school students. The "micro-interaction" in primary school composition teaching is to broaden the creative thinking of primary school students on the basis of maintaining the independence of composition creation of primary school students and using Internet technology. A teaching method that enriches the pupils' creative skills and ultimately promotes the students' enthusiasm in composition creation. This teaching form has the advantages of transcending the limitation of time and space, enhancing the participation of the audience, and enhancing the effectiveness of the interaction. Maintain the independence of the communicator and balance the relationship between the two sides. This paper adopts the action research method to carry out the practice of "micro-interaction" in composition teaching, taking the students in grade 5 of grade J primary school as the research object. The study shows that the application of "micro-interactive" teaching in composition teaching in primary school can enhance the importance of words and sentence sharing among pupils, improve their comprehension ability, and improve their language expression ability. The study found that in the application of "micro-interaction" teaching, attention should be paid to avoid the appearance of micro-interactive teaching methods, the updating of teaching concepts is not timely, and the cooperation degree of primary school students is not enough attention. WeChat group interaction atmosphere is not ideal and parents do not understand "micro interaction" and so on. In order to promote the practice of "micro-interaction" in primary school composition teaching and improve the composition level of primary school students, it is necessary to establish a platform of "micro-interaction", to guide and require teachers to keep pace with the times, and to use new media to change their teaching concepts. Use teaching interaction to mobilize students, cultivate students' writing consciousness; create interactive atmosphere, increase the sharing of good work demonstration and evaluation links; home and school cooperation, effective supervision of primary school students using WeChat platform.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.24

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