一年级学生“前书写能力”的起点分析和教学改进
发布时间：2019-06-25 00:03
【摘要】："前书写"是指学前幼儿所进行的非正式的书写活动,然而因为"前书写"的宽泛定位导致了学前儿童"前书写能力"参差不一的学习起点,为一年级的书写指导带来了巨大挑战。基于学情视角,对柯桥城区三所幼儿园进行了问卷调查、教师访谈和数据分析,在此基础上提出了"抓住关键纠正姿势""建立长效机制形成多方合力"和"开发‘书写第一课’微课程实施情趣教学"等改进策略。
[Abstract]:"pre-writing" refers to the informal writing activities carried out by preschool children. However, the broad orientation of "pre-writing" leads to the uneven learning starting point of "pre-writing ability" of preschool children, which brings great challenges to the writing guidance of the first grade. Based on the perspective of learning situation, this paper makes a questionnaire survey, teacher interview and data analysis of three kindergartens in Keqiao city. On this basis, it puts forward some improved strategies, such as "grasping the key correction posture", establishing a long-term mechanism to form a multi-party joint force "and" developing 'writing the first lesson' microcurriculum to implement interest teaching ".
【作者单位】： 浙江省绍兴市柯桥区漓渚镇中心小学;
【分类号】：G623.2
，
本文编号：2505475
[Abstract]:"pre-writing" refers to the informal writing activities carried out by preschool children. However, the broad orientation of "pre-writing" leads to the uneven learning starting point of "pre-writing ability" of preschool children, which brings great challenges to the writing guidance of the first grade. Based on the perspective of learning situation, this paper makes a questionnaire survey, teacher interview and data analysis of three kindergartens in Keqiao city. On this basis, it puts forward some improved strategies, such as "grasping the key correction posture", establishing a long-term mechanism to form a multi-party joint force "and" developing 'writing the first lesson' microcurriculum to implement interest teaching ".
【作者单位】： 浙江省绍兴市柯桥区漓渚镇中心小学;
【分类号】：G623.2
，
本文编号：2505475
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