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随笔的作用

随笔的作用
随笔的作用

随学随写趁热打铁

——语文教学中随笔本的运用写作是运用语言文字进行表达和交流的重要方式,是认识世界、认识自我,进行创造性.表述的过程。写作能力是语文素养的综合体现。写作教学在语文课中占有很大的比重,但是,长期以来作文教学高投入、低产出,效果不甚理想。目前不少学校按照现行语文教材编排的要求,讲究一个单元进行一次写作训练。时间安排上多是间周作文一次,教师在作文收齐后集中进行批改。这种传统做法存在不少弊端。学生写作锻炼的机会太少,作文簿较长时间存放在教师案头,不能与学生及时见面,影响学生的写作兴趣和写作水平的提高。为此,根据《语文课程标准》中提出的写作目标:“能具体明确、文通字顺地表述自己的意思。能根据日常生活需要,运用常见的表达方式写作。”再结合新教材中的范文及每单元的综合实践活动,让学生准备了随笔本,不只拘泥于两周一次的大作文训练,而加强阅读教学,随学随写,不限制篇幅的长短,任其自由抒写,借此提高学生的写作能力。

阅读教学是语文教学的中心环节。在阅读教学中要加强阅读训练,充分发挥教材中所选课文的作用。同时,不拘泥于专门的写作课,使写作与讲读教学、实际生活及学生兴趣结合起来,让学生随时占有材料,随时指导写作。初中教材选文文质兼美,科学性强,各级各册在文体安排上各有侧重,又相互配合,内容上大多贴近学生的思想和生活。尤其是每单元都突出一个共性特点,又顾及到写法风格的差别。

教师在指导学生反复阅读理解教材内容的基础上,要有意识地引导学生学习课文在立意、选材、布局谋篇及遣词造句上的成功经验,启发学生联系实际,展开联想,唤起感情上的共鸣,激发他们仿写的兴趣,抓住时机加以指导。仿写时一次突出一个方面进行专门训练,如第一册第五单元,四篇选文都是写景状物的佳作,在写景抒情方面各俱特色。因此,学习一篇安排一次仿写,突出一个方面。如学过朱自清的《春》,就运用细致观察、生动描述的方法仿写《夏》;学过老舍的《济南的冬天》,就抓住景物特点,情景交融形象描述的方法,仿写《版纳春日》;学过《松鼠》由表及里生动说明的写法,就布置学生实地观察仿写《我喜爱的动物》等。学过一个单元,仿写三篇课文,使学生对“观察细致才能写得具体”的观点有了较深的体会,并且通过欣赏自然景物也陶冶了学生情操。在学习记叙、说明、议论等文体时,凡有特色文章均安排仿写。为此,两年下来学生的随笔本上已经有了四十多篇随笔。

随学随写,还要做到“趁热打铁”,加深了学生对教材的理解,使学生在习作中“有章可循”、“有法可依”,及时把所学知识应用到实践中去,克服了写作中的畏难情绪和随意性。初中生大多在十四五岁左右,他们的生活经历和对事物的认知水平很有限,文笔也很稚嫩,但每个人的头脑中都跃动着鲜活的思想和对生活的好奇,可就他们已有的认知水平,以现有的生活经历为依据,引导他们去寻找生活中的“情”与“趣”,去掉过多的思想桎梏,还中学生作文一片清新与真实。许多胸怀历史使命感与社会责任感的大作家对于时代的深沉

思考与反映受到了读者的景仰,但他们对生活的娓娓讲述也同样引起了读者的共鸣。鲁迅先生的散文集《朝花夕拾》带给我们的感受是:其中透露的对童年生活的眷恋与歌颂,远远比对封建礼教的控诉要强烈得多;老舍先生的《济南的冬天》也是充满着生活情趣的美文;胡适的《我的母亲》流露出作者对母亲的深切怀恋及成长过程中的经历……这样的作文材料在学生们平时的生活中可以说是随手可拾,因此在初中作文教学中,教师可以引导学生就地取材,从小处着眼,将自己生活中的一些“情趣”,记录到作文中去。

随学随写,还要结合自身体验,抒写感想。每当学到感触深、哲理性强的课文,则以读后感的方式来写随笔。中学生富于幻想,他们的生活五彩斑斓,加上他们的爱好、情趣、性格千差万别,在他们对社会生活有了一定认识和见解后,所感悟到内容也是火光迸射、异彩纷呈如:七年级下册第五单元都是名人传记,同学们的读后感中纷纷体现出了个人的价值观、人生观。读后感里要写出自己最想写的东西,让学生在情感世界里自由驰骋。

随学随写还有利于调动学生写作积极性,开发学生智力。如学习说明文《看云识天气》、《月亮上的足迹》、《绿色蝈蝈》等,要求学生广泛调查搜集资料,运用所学的地理知识、物理知识、生物知识等仿写有关气候、宇宙、动物等方面的科学小品文。既培养了学生收集资料、处理信息的能力,又写出了知识性、趣味性、兼备的文章。再如:学《陋室铭》则用文言文来写《某某铭》,学了《五柳先生传》则也用文言文来为自己写自传,这样学生学得高兴写得也有趣,无形

中提高了学习古代汉语的兴趣。

随学随写的随笔训练符合学生认识事物的客观规律,密切了作文与生活的关系,最大限度地调动了学生写作的积极性、主动性。进行随笔练习要从实际出发,配合教学有计划地安排好,并不会加重学生负担。这样各种形式的随笔加起来,一学期则在二十篇,学生习作机会多了,写作水平自然相应得到了提高,同时写作的兴趣也随之日渐浓厚形成了一种良性循环,他们不再感到写作是个令人发难、枯燥无味的事,反而感到是一种乐趣和享受。

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