初中英语写作教学中的问题探究.docx

初中英语写作教学中的问题探究 摘 要：笔者在初中教学实践中发现，部分初中生在英文写作中存在无从下笔或千篇一律等问题文章在理性思考这些问题的基础上，探究其原因并提出建议，以期为初中英语写作教学提供参考关键词：兴趣;阅读;修改一、 问题的提出《全日制义务教育普通高级中学英语课程标准》指出：语言技能是构成语言交际能力的重要组成部分，包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力其中，“写”是英语语言输出的书面形式，客观反映了学生的语言基本能力及思维组织能力，是学生英语综合运用能力的重要体现笔者在教学实践中发现，学生在英文写作中存在两种极端：其一，忽视英文语法结构，采用“翻译式写作”，即按作文要求先在头脑中构思好中文作文，再按中文的语言结构逐字翻译成英文在翻译的过程中，由于受到词汇和句式的限制，常常出现中式英语，或无从下手写作的状况其二，过于重视语法结构，但又不能灵活运用所学单词和句式，一味模仿课文，导致作文内容空洞、千篇一律因此，笔者在写作教学中尝试从激发兴趣入手，通过反复修改，积累写作技能，最终达到提高学生写作水平的目的二、 激发写作兴趣（一）创设情境，丰富感知根据中学生的认知特点，在写作教学中，笔者努力创设一种积极的情境，譬如利用口语交际、图片展示、生动场景再现等形象直观的手段，将学生的认知活动与情感活动相结合。

在新目标英语八年级上册“Unit 8 How was your school trip？”单元中，学生写一篇叙事性文章，讲述自己一天的生活第一次写作，学生都模仿sb 3a片断，写了“a boring day-off”然而，中学生的学习、生活本应是丰富多彩、富有激情的正如法国著名艺术家罗丹所说：“生活中不是缺少美，而是缺乏发现美的眼睛因此，在写作课上，笔者对写作题目做了重新限定，以“An Unforgettable Day”为题进行二次写作笔者身先士卒向学生简述了自己难忘的一天，然后把学生分为若干小组，先分享再动笔这样就激活了学生的情感与写作欲望，为下一步写作打下良好的基础二）启发引导，激活思维写作过程中，一些同学欲言而笔不至，心求通而意未达，思维陷入暂时的混沌，无从下笔万事开头难于是，笔者在学生写作前及时点拨，帮助学生开阔思路九年级下以“my idol”为题进行写作之前，围绕以下话题展开讨论：谁曾影响过你？通过什么方式影响你？与他之间，你记忆最深的一件事或一句话是什么？你最大的变化是什么？让学生在无拘无束的谈话中，相互启发，捕捉写作灵感，理清写作思路以下是初三学生李向柏的习作My dad is my idol who raised me up until today. Let me introduce him to you. My dad wears one of the thickest spectacles on earth， because he has really poor eyesight. His lips are very dark because he smokes， he drinks and he stays up late. Another evidence for this is his big potbelly.My father has the greatest influence in my life. He takes care of our family and loves us very much. One of his most spoken sentence is “If you do the best， I will give you the best. ” And believe it or not， its true！ Another reason is that he is my best teacher. If I have a question I will go to him because he is a genius！ Besides teaching us schoolwork， he also teaches us how to become a useful person and how to be humorous. My father can always keep the family with laughter because he is so humorous！ In my point of view， his only problem is that he should stop telling jokes at the dinner table. Because one time I laughed so hard that I could not even eat！（三）鼓勵抒发真情实感在一部分为了考试而写作的学生笔下，写作变成了字、词、句的简单堆砌，读起来索然无味。

长此以往，学生就失去了提笔的兴趣，更不要谈写作乐趣了这是因为语言中少了对真情实感的传达在以“I used to …”为话题作文时，很多学生简单罗列了十几条自己的变化，初三学生陈城城则跳出了句式的局限，确立“成长”主题，通过描写自己和父亲之间的三个小故事，讲述成长中的变化文章虽短，却充满了真情实感，让读者会心一笑When I was a child， I used to be afraid of my dad. When I made some mistakes， he would shout at me and punish me. I didnt understand why he did that. So if I met him， I would ran away as quickly as possible. I used to like playing games with my friends. But my dad disagreed. He said the games were so boring， only fools liked them. I couldnt agree with him， but I was too coward to disobey him. I used to like playing the erhu. But my dad said he often saw some beggars play the erhu for money. In a word， he never agreed with my opinions. Now， I am not a child anymore. I know how to get enough freedom. And I started to understand my dad. He always wants me to be a real man.三、 修改润色笔者常常看到学生写完作文后，长吁一口气，而后把作文本一合，自以为大功告成。

作文本下发后，翻看一下分数和批语，就算彻底完工了学生习惯性地认为：写是学生的事，批改是老师的事常言道，十分文章，三分写作，七分修改俄国作家契诃夫说：“写作的艺术，其实并不是写的艺术，而是删去写得不好的东西的艺术由此可见，好作文是改出来的，不是写出来的修改是写作不可缺少的重要步骤，是提高文章质量的有效途径在写作教学中，笔者引导学生自改、互批，与学生一起总结出以下修改润色作文的途径一）梳理文章逻辑与条理修改作文时，尤其是议论文，学生最头痛的不是缺少观点，而是如何将一个个观点按照一定的逻辑整合成一篇条理清晰的文章修改时应注意理清文章层次、使用恰当的过渡词例如：以“Should students watch TV？”为题，初三（3）班学生江涛的初稿如下：As we all know， almost all the students face too much pressure from school. That makes students too nervous to work effectively. I think watching TV in free time is the best way to relax. There are 3 reasons. We shouldnt always learn from books. We can learn things that we cannot learn in class. More free time can help kids study better because watching TV can make their minds think freely. In conclusion， more free time can free a middle school students mind， body and soul， and with a positive attitude. It will improve their scores.这篇文章的几个观点都不够鲜明，观点之间的区分也不明显。

主要原因是语句重复太多，思维混乱经过修改，我们提炼出如下写作框架：I think its necessary for students to watch TV. Firstly， watching TV in free time is a good way to relax... Secondly， we can learn things that we cannot learn in class. “A free man obtains knowledge from many sources besides books.” Thomas Jefferson， American president said... Of course， we need to choose the programs and control the time while watching.修改后，文章从结构上看，是明显的并列关系第一个观点是学生看电视可以娱乐减压第二个观点深一个层次阐明看电视能获取知识最后一段指出看电视要有选择有节制这样一篇短短的议论文逻辑条理就清晰了二）关注细节描写巴尔扎克说：“当一切的结局已准备就绪，一切情节都已经过加工，这时，再前进一步，惟有细节将组成作品的价值。

细节描写的目的是生动形象，做到写人如见其人，写景如临其境记叙文，如果说情节结构是文章的骨骼，那么细节就是文章的血肉;有了血肉，文章才能丰满，才能愉悦人的心灵一个鲜活的细节描写，常常顶得上千言万语的叙述，令读者过目不忘当然，并不是所有生活中的细节都具有价值，也不是只要写得“细”就可以了好的细节描写应该是真实的、典型的，最能展现人物性格或表现情节的以初二学生吴琼瑜的初稿为例：When I was a young girl， I fell in love with drawing pictures. Since then， every weekend， I took an art lesson at school art club...修改时，增加了幼儿时期热爱绘画的细节描写，文章立刻鲜活了起来When I was a young girl， I always drew pictures on the newspaper， the floor， the wall， the bed， on everywhere I could reach with my small pencil.。