小学高年级英语写作诊断式教学训练的有效性策略

On Strategies for the Effectiveness of Diagnostic Teaching and Training for English Writing for Higher Grades of Primary Schools

当今的中国小学英语教育仍然未摆脱传统教育模式的影响,英语学习以大量机械的单词记忆为前提,英语写作则异化为大量作文例文的背诵,这完全背离了英语教学的宗旨,制约了小学生英语水平的提升。小学生写作诊断式教学的相关研究很多,但是大部分强调的是一种基于教师主动性的诊断,这显然是错误的,文章从小学生自身出发,探究写作的过程性诊断式教学有效性与优化策略。

The current primary school English education in China is still influenced by the traditional education mode, with a large amount of mechanical memorization of words as the pre- requisite of English learning, and accordingly, English writing becomes a large amount of memorization of sample texts. This totally deviates from the aim of English teaching, having hin- dered the improvement of pupils＇ English level. There are many studies on diagnostic teaching of primary school English writing, but most of them emphasize a kind of diagnosis based on teach- ers＇ initiative, which is apparently wrong. Starting from pupils themselves, this paper explores the effectiveness and optimiza- tion strategies of process-based diagnostic teaching of writing.