Scaffolding composition (reproduced)

First of all, Mr. Jin Ge pointed out four main problems in composition teaching at present:

1. There are some problems in philosophy teaching. In the value orientation of composition, pay attention to moral preaching; At the same time, writing lacks technical support, and writing falls into a situation where it cannot be taught.

2. Students' writing ecology is not very good. Students' writing often has no object and purpose and lacks communicative context. They just write for the sake of writing.

3. Writing teaching lacks process. Lack of scaffolding to help students write, writing has become a black-box operation.

4.2065438+2006 officially launched junior high school Chinese textbooks. The writing course has made great progress, emphasizing the combination of reading and writing and the cultivation of writing ability. But at the same time, we can find that there is still room for expansion in the integration of writing knowledge, the creation of communicative context, the use of scaffolding and strategies, the development of process and the follow-up of evaluation.

Under the present situation of composition writing, Mr. Jin put forward the concepts of "writing" and "scaffolding" in the process of sharing his own poetry creation.

Teacher Jin believes that writing can be divided into narrative writing, expository writing, descriptive writing and persuasion writing. At present, what China students lack most is persuasive writing. At the same time, Mr. Jin borrowed six links in Rong Weidong's writing process: learning situation detection, task analysis, core knowledge, scaffolding construction, drafting exchange and experience reflection, and made them concrete, and incorporated them into Mr. Jin's own thinking, which changed his usual understanding and practice.

Teacher Jin pointed out that the whole writing process is a process of building a scaffold to promote students' writing. The development and use of writing learning scaffold is to better promote students' writing. Writing scaffolds can be divided into four categories according to their functions: procedural scaffolds and conceptual scaffolds.

Under the guidance of Mr. Jinge's "Scaffolding Writing Teaching" theory, Mr. Huang and Mr. Pan of Jinge Studio respectively conducted "Scaffolding Writing Teaching" on "Learning to Write Stories".

Let me take you into the scaffolding writing class of these two teachers!

Learn to write stories: Huang

Introduction before class

Teacher Huang introduced the students' pre-class exercises into the classroom, so that students could initially feel the "story reversal" of evaluating the stories written by students before class.

extraction method

Later, through the famous book Camel Xiangzi, which all the students have read, Mr. Huang introduced two methods of writing stories: plot inversion and accidental overlap, and made clear the application and benefits of these two methods in writing stories.

1

Drawing inversion method:

In the development of the plot, there was a sudden reversal, which frustrated the reader's initial subjective will and even violated it. In other words, you thought the plot would go on like this, but you didn't expect it to. Attention should be paid to: (1) expectation, irrationality. (2) bold and reasonable imagination. (3) It is thought-provoking and serves the theme and connotation of the article.

2

Accidental overlap method:

It is to use the bending pen to construct the plot of the article, which makes the article full of twists and turns and fascinating. Unexpected repetition will push the dramatic elements of the work to a climax, and the psychological waves of readers will be even greater. Attention should be paid in application: (1) The accident should conform to the reality of life, and there is a kind of thinking consciousness that can't let the incident be successfully completed. (2) Making an accident depends on the theme and emotional needs of the article, and we can't ignore the theme and talk about the primary and secondary details for twists and turns. (3) Multiple angles occasionally overlap, such as external environment, outsiders, foreign objects, and self-factors.

Application method

Teacher Huang provided the story "Happy Man's Shirt" with the middle part and the end deleted, and asked the students to combine the two writing methods shared before, make up the story and continue.

Requirements: Use the plot reversal and accidental overlapping method of learning (focusing on the accidental overlapping method from various angles) to supplement the story. Please add reasonable association and imagination, contact the context, increase the waves of the plot, and make the story unexpected, reasonable and eye-catching.

After students finish their homework, they will be graded according to the grading standard provided by Mr. Huang.

After the students' comments, the teacher shows the original works of famous artists, so that students can compare their own works with those of famous artists and talk about the advantages of the original works.

Finally, Mr. Huang and his classmates summed up the feelings and gains of this exercise class, and assigned homework after class: using two methods of creating plot conflicts learned in today's class: ending reversal and plot repetition, they created a new fairy tale "The Story of _ _ _ _ _", which increased the cadence and waves of the plot and made the story unexpected, reasonable and eye-catching.

Learning to write stories: Shen Yulin

1

Situation introduction

Teacher Shen stimulated students' interest in writing stories by matching words to Jimmy's cartoons. At the same time, through the story of Xiangzi, a camel on a Journey to the West, which students are familiar with, the "formula" for writing the story is summed up to make the story more exciting: desire+obstacle = conflict.

2

Decomposition task

Teacher Shen divides the process of writing stories into three parts. Let students conceive, write and perfect their inner stories step by step through three tasks: imagining wishes, setting obstacles and paving the way.

Teacher Shen asked the students to write down the corresponding contents of their stories on the "wish board", "obstacle board" and "foreshadowing board" respectively, and modify and supplement their stories through the communication between the group and the whole class.

three

training

Teacher Shen asked the students to combine the contents of the three boards in their hands into stories and match them with stories for Jimmy's cartoons.

Teacher Shen not only consolidates the writing method of story writing through writing in class, but also assigns homework for students. Let the students use the methods they have learned in class to write several contradictory stories after class, so that students can continue to consolidate their classroom income in their homework.