About Huang Wei
Huang Wei, Professor of the Faculty of education, Nanjing Normal University, doctor of education, doctoral supervisor of curriculum and teaching theory, and director of the school's doctoral program of curriculum and teaching. He has successively served as director of Institute of curriculum and teaching of Ningbo University and Hangzhou Normal University, director of master's program and academic leader. More than 200 papers have been published in the journals of education research, curriculum, teaching materials, teaching methods, and education review of Peking University. More than 20 papers have been reprinted in the full text of the photocopy of the National People's Congress, and more than 10 have been compiled and written. As a core member, he has compiled many sets of Chinese textbooks (junior high school and senior high school) with the curriculum standard of people's Education Edition, and has been employed as a special editor of people's education press. Deputy director of Academic Committee of writing teaching professional committee of China Language Press Association, standing director of curriculum theory Professional Committee of China Education Society, deputy director general of China Campus Literature Research Association. Presided over a number of national social science fund projects and national education science planning projects. The main research directions are classroom teaching, school curriculum construction, curriculum and teaching theory, Chinese subject education.
Representative works
1. Theory and practice of Chinese comprehensive learning, Guangxi Education Press
2. Questioning and dialogue: the entrance and path to effective teaching, Zhejiang University Press
3. Think of good courses: classroom teaching design in primary and secondary schools, Phoenix Education Publishing Group
4. Text interpretation in reading teaching, Guangxi Education Press
5. Editor in chief of composition ladder training (from the first to the third day of the first year), China Light Industry Press
6. Editor in chief of composition ladder training (senior one to senior three), China Light Industry Press
7. Research on Chinese course and teaching, Nanjing Normal University Press
Representative thesis
1. The operation mechanism of classroom dialogue: from the perspective of discourse analysis, educational research 2014
2. On Chinese knowledge, 2014
Reflections on the problems of writing teaching in primary schools and suggestions
Huang Wei
(School of Education Science, Nanjing Normal University, Nanjing, Jiangsu Province)
Writing teaching is more serious than reading teaching. There are two main reasons: first, we are not clear about the mechanism of children's language and thinking development, as well as the relationship between language, thinking development and writing ability; second, there is almost no orderly and useful knowledge about writing teaching. The teaching of reading still depends on the text, and the teaching of writing doesn't even rely on the text. However, it's strange that our writing teaching has a high demand on primary school students, even requiring them to write articles that we can't even write ourselves. On the contrary, the teaching of writing in the classroom is often a kind of guidance which seems to be very important, but in fact, it is unrealistic, too high and too general. Students' compositions can't reach teachers' ideal targets, for which teachers are often in a state of impatience or even rage. However, the root cause of children's fear of writing is teachers. Whether we are more self-examination oriented: what specific, practical and effective guidance have we given to primary school students' writing? It is undeniable that there are indeed teachers who are working hard and effective for writing guidance, which is absolutely a few. In most cases, either there is no guidance, little guidance and the requirements are very high, or the guidance is hard but goes astray.
1、 The starting point and key point of writing teaching in the initial stage
Let's start with a class observation. This is a journal writing tutorial. The teacher showed a diary as a model to explain the basic norms and requirements of diary writing. The teaching content of this link is both standard and flexible, which reflects an excellent teacher's control of the teaching content and teaching situation. Next, the teacher leads the students to enter the content analysis of the model diary: This is a diary recording their own (a second grade primary school student) doing good deeds and reflecting the spirit of selfless dedication. The main content is that "I" bring my beloved potted flowers to the class for the appreciation of the family. Then, the teacher naturally leads to an important conclusion: the most important thing to pay attention to in writing diary is not to write down the daily account, but to write out meaningful and valuable things. Under the constant guidance and Inspiration of teachers, students have a deep sense and understanding of this, that is, to write good things, to write things of value to others, to society and to mankind. Then, it is to carry out group cooperation and class discussion to see what meaningful and valuable things we can write out. After the discussion, the group's representatives have made active speeches: our group thinks that it is meaningful to write such things - after school, I take the initiative to stay and clean up; when a classmate is ill and can't go to school, I take the initiative to go to his home to make up lessons for him; The little tree in the campus is withered. I take the initiative to water it Each representative's speech won a happy and warm applause. Looking at the excited look of the students, the teacher said: "now do you have confidence in writing a diary?" the students answered loudly with one voice: "yes!" so the teacher arranged each student to write a diary with high spirits.
From the perspective of teaching form and structure, the first step is to lead the way by examples, for example, to standardize the format of diary, to introduce the form of diary and the format and requirements of writing diary; from examples to reading to discussion to understanding, step by step, with clear teaching objectives, which are closely implemented. However, this teacher's "excellence" or the steadiness of this class is just a double-edged sword, and one edge really and deeply damages the spirit of writing, and even brings the result of "cutting the grass and root" to students' writing interest and writing ability. Specifically speaking, this injury is the guidance of "writing meaningful and valuable things". The more powerful this guidance is, the deeper the injury will be to writing. It directly leads to students having nothing to say and write, but only making up big stories and lies.
Writing starts from diary, which is undoubtedly desirable. First of all, diary is one's own "private language". Students can use this writing form to write their own words, children's words, private words, naive words, strange words. Originally, the use of this writing form can well mobilize the enthusiasm of students' happy expression, free expression and full expression. Such a writing start can cultivate the interest and confidence in writing, and the interest and confidence at the beginning is the most important, which is 100 times more important than the result of writing a so-called good article.
However, many of our writing guides, especially those at the beginning, have high requirements for writing at the very beginning. There are two typical manifestations of uplift: one is to ask for unrealistic, to instruct children to speak adult language; the other is to ask children to speak political, moral, or social official words as soon as they can speak a paragraph. This kind of writing teaching is not so much a guidance as a poison to children's language and soul. The most important thing is that it suppresses the possibility of students' free speech and seizes the right of students' free speech. Without freedom of speech, there is no freedom of thinking, and without freedom of thinking, there is no creativity. The writing instruction in the above example actually customizes a model of thinking or thinking. Under this model, the intelligent child will understand the teacher's intention to write something meaningful and valuable. If he can't find something meaningful and valuable in his real life experience, he will make up a set of meaningful and valuable stories according to the examples Some children with high savvy can not make up a set of false stories, but they can find meaning and value from small things, and even small things can be equipped with meaningful and valuable tails; The third category is the majority. Because of the lack of such a mind, which can neither make up a story nor find out a meaning, it can only experience the struggle of language, mind and thinking pain. As a result, it loses the confidence and interest in writing. If students' writing develops in this way, we can think of: The first kind of people will exaggerate the lies that they don't believe. His words have nothing to do with his behavior or even the opposite, and gain a sense of success by coaxing others to believe. The results can be foreseen in real life, which are also often seen in real life, that is, those who are eloquent on the stage, call themselves pure and honest, but are actually men, women and prostitutes, corrupt and corrupt; The second category will develop into a cultural broker who is good at opportunism and writing "chicken soup prose"; the third category will suffer from writing and then regard writing as tiger and try to avoid writing, which will become the fear and pain in his life. It is true that there are variables in the development of life, but we can generally find the source of these three kinds of people from such teaching. Teachers may also be complacent about their own guidance of a "tall on" composition, not knowing how much harm has been done to children's first shovel of writing.
In view of this, this paper puts forward the following questions for the guidance of starting writing, and points out its own opinions, so as to attract attention and discussion.
（1） Where is the starting point of writing in the initial stage? In my opinion, we should not rush to guide students to write meaningful, valuable and themed compositions, but try our best to create the conditions for their speech, broaden the channels for their speech, and guide students to write their own experiences, feelings and thoughts in their world, even if they seem to have no meaning, it doesn't matter. Writing out itself is "meaning", the important thing is not their expression What's the meaning of it is that they can express what they want to express. Never ask students to write articles with clear themes, rigorous structure, profound thoughts and rich emotions at the initial stage of writing. Once such a requirement is to cut off the possibility of students' writing and build a high wall at the starting point of writing. In the initial stage of writing, we should activate the spirit spring in students' mind, let the spirit spring flow freely, and slowly it will flow out into a continuous stream. In other words, starting to write is not about content, but about form and language expression; it is not about content concentration and clearness, but about the more you can write, the better. Even if one meaning is expressed in three or four sentences, it is not tautology, but the manifestation of the rich diversity of language forms. Never make a thorough study of "Literature", but work hard on language stimulation. Language training and training is the first skill of writing teaching. With this effort, the students will be used for life.
（2） Children's writing at the initial stage not only focuses on the language expression itself, but also in the language expression process, that is to say, they can express the internal language - the fuzzy impression in the brain, the chaotic perception, and the seemingly unknown feelings. This process is the process of slowly clarifying and clarifying emotions and thoughts, which is the best two-way interaction between language and thinking Dynamic training. The clarity of thinking can be molded by the clarity of language. Especially for children, we should be good at training the clarity of thinking with the help of the process of the clarity of language, that is, the organization and clarity are written out, and even the thoughts and emotions are gradually clear through writing. These words are easy to be refuted: "how is it written? It should be the first thing in the mind, and then it can be written out.". Only when you think about it clearly can you write it clearly. " It's not wrong, but it's only half right. The other half is, write clearly