小学习作范文的应用价值、组织架构和学习要素

The Application Value, Organizational Structures and Learning Elements of Model Essays in Primary Schools

范文在学生的写作过程中起着提供支持的作用,在小学习作训练中具有普适意义。范文以一种教学方法的形式存在,被赋予了特定的价值:达成语文学科的素养旨归、传承读写结合的实践途径、指向举一反三的能力目标、树立习作自信的教学支架;在"以读促写"的范文应用组织架构中,阅读转化、联结转化、实践转化三个层次的转化,呈递进式推进学科素养的持续建构。在特定的表达范畴中,范文承担起具有规定性的学习任务,习作知识、言语经验、生活体验是范文的三个关键学习要素。在范文的学习方式上,基于问题驱动的自主学习,强调知识发展;基于深度迁移的创新运用,鼓励自由表达。在范文应用中处理好短时效应和持续学习的关系,以实现学生习作能力长足发展。

Model essays play a supportive role in students’ writing process and have universal significance in primary school composition training. In the form of a teaching method, model essays are given specific values: to achieve the literacy objectives of the language discipline, to pass on the practical ways of integrating reading and writing, to point to the ability goal of drawing inferences about other cases from one instance, and to establish the teaching pillars of confidence in composition. In the "reading to promote writing" model essay application structure, the three levels of reading transfer, linking transfer, and practice transfer, promote the continuous construction of disciplinary literacy in a progressive manner. The model essay assumes a prescriptive learning task in a specific sphere of expression. Knowledge of composition, verbal experience, and life experience are the three key learning elements of the model essay. In the studying approach of model essays, self-directed learning driven by problems emphasizes knowledge development, while the innovative application based on deep transfer encourages free expression. Applying model essays requires the dealing with the relationship between short term effect and continuous learning, so as to achieve the long-term development of students’ writing ability.