陳靜

一、寫作教學(xué)的有關(guān)理論

英國語言學(xué)家Claudia.L.Keh將寫作教學(xué)設(shè)計為七個步驟：輸入，初稿，學(xué)生互評，

二稿，教師批閱，師生交流，定稿。由此可見，提高寫作能力，寫后活動設(shè)計很有必要。

二、優(yōu)化寫后活動的設(shè)計

（一）布置自我反饋任務(wù)，培養(yǎng)自我反饋能力

寫作中，需培養(yǎng)學(xué)生對習(xí)作自我反饋的習(xí)慣和能力。自我反饋包含反思寫作思路和對照評價標(biāo)準(zhǔn)修正習(xí)作。具體操作如下：

（1）復(fù)讀習(xí)作，確保涵蓋要點，句子達意;

（2）增刪詞語，使文章流暢自如;

（3）對照評價標(biāo)準(zhǔn)，先短文改錯，然后，從整體把握，看是否扣題，脈絡(luò)是否清晰，層次是否清楚等。

（二）設(shè)置同伴反饋任務(wù)，促進同伴反饋實效

學(xué)生參與評價，無論對自身還是同伴，都富有成效。同伴反饋中，教師的適時指導(dǎo)不可或缺。在同伴反饋中，教師需要：（1）提供評價標(biāo)準(zhǔn);（2）及時跟進指導(dǎo)有困難的學(xué)生;（3）收集代表性的問題，進行集中反饋。

（三）創(chuàng)建讀者反饋平臺，提升寫作效果

在寫后活動中，讀者彼此交流互相學(xué)習(xí)，多方評價，作品可得到多角度的完善。這樣的訓(xùn)練方法不僅提高寫作能力，還會激發(fā)寫作興趣和信心，提升自主學(xué)習(xí)、與人合作的能力，對學(xué)生全面素質(zhì)的培養(yǎng)將產(chǎn)生積極的作用。

三、案例示范

案例1：寫后活動的自我反饋

[教學(xué)材料]人教版Go For It 九年級 Unit 3 Could you please tell me where the restrooms are？

[教學(xué)設(shè)計]

活動1：Pre-writing

Step 1. T： You are going on a study vacation in an English-speaking country. You are planning to write a letter to ask the school for some information. What would you like to know before you go？ How can you ask in a polite way？

Step 2. Discuss with partners and list the information that you want to know，then compared to the Topic in the table on Page 23， write more in Other column.

eg：S1：I want to know something about the food. Where and what can I eat？

Step 3. Write the Topic into indirect questions.

eg： S1： Could you please tell me where and what I can eat？

活動2：While-writing

Step 1. T shows how to write.

T： In your letter， you should make a self-introduction first. Then say when you are coming and politely ask for information. Finally， thank the person for helping you.

Step 2. Get Ss to write the letter.

活動3：Post-writing

Step 1. Ask Ss to make a self-analysis： main idea， logic， key points， etc.

Step 2. Guide self-assessment： structures， expressions， handwriting， grammar， appropriateness， etc.

Step 3. Polish the composition.

案例2：寫后活動的同伴反饋

[教學(xué)材料]人教版Go For It 九年級 Unit 6 When was it invented？

[教學(xué)設(shè)計]

活動1：Pre-writing

Step 1. “I want to invent ....”

Gets Ss to think of something that they do not like， then think of an invention that could help， introduce it.

What’s it made of？

What is it used for？

What does it look like？

Where or when can it be used？

How much will it cost？

Step 2. Discuss how to improve their inventions

In groups of 4-5， Ss work together to make their own future inventions really useful and practical （material， usage， price...）.

T works as a counselor.

Step 3. List the outline of their inventions

Get Ss to list the outline like：

Problem：________________________________________

New invention： ____________________________________

What it is used for： _________________________________

活動2：While-writing

Step 1. T shows a model for Ss.

T： These days I am making a special bed for my daughter. She doesn’t like to get up in the morning and is always late for school. That’s a big problem for me. So I have the idea to invent a special bed. When the time for you to get up comes， the bed will make noise or spray water on your face to wake you up. It’s made of wood with a speaker and a shower spray on the top. The price of it is 2，000 yuan. On the bed， there are many lovely pictures of cartoon characters. Children will like it.

Step 2. Write a description of their new invention.

活動3：Post-writing

Step 1. Peer assessment： make 4-5 students a group， ask them to evaluate others’ writing according to the writing criteria， find the most interesting invention， the most useful invention， and tell the reasons.

Step 2. Polish and modify your own writing according to the writing criteria.

四、總結(jié)與建議

交際語言教學(xué)（CLT）認為，寫是實現(xiàn)交際目的的一項重要技能。在日常教學(xué)過程中，教師需要加強對學(xué)生寫作意識和習(xí)慣的培養(yǎng)。寫作教學(xué)中，不僅要關(guān)注寫作前和寫作中活動設(shè)計的有效性，更要關(guān)注寫作后的有效評價和反饋。