小学语文第三学段生活化写作教学存在的问题及改进策略研究

Research on the Issues and Improvement Strategies in Life-Oriented Writing Instruction during the Third Stage of Primary School Chinese Language Education

摘要: 写作作为小学语文教学的核心内容之一，是学生语言表达、思维发展与综合素养提升的重要途径。小学语文第三学段(5~6年级)学生正处于从具体形象思维向抽象思维过渡的关键时期，生活化写作教学要求将写作与学生生活紧密联系起来，符合该阶段学生的认知发展规律。本文以2022年《义务教育语文课程标准》为依据，结合杜威经验教育思想、维果茨基社会文化理论及建构主义学习观，立足小学语文第三学段教学实际，探讨生活化写作教学的实施价值，分析当前存在的问题及其成因，并提出相应的改进策略，以期为小学高段写作教学的优化提供理论支撑与实践路径。

Abstract: Writing, as one of the core components of primary school Chinese language instruction, serves as a vital pathway for students’ linguistic expression, cognitive development, and overall literacy enhancement. Students in the third stage of primary Chinese education (grades 5~6) are at a critical transition period from concrete imagery thinking to abstract reasoning; therefore, life-oriented writing instruction must closely integrate writing practice with students’ daily experiences, aligning with their cognitive development patterns during this phase. Grounded in the 2022 Compulsory Education Chinese Curriculum Standards and incorporating Dewey’s experiential educational philosophy, Vygotsky’s socio-cultural theory, and constructivist learning perspectives, this paper examines the implementation value of life-oriented writing instruction within the context of third stage primary education, analyzes existing issues and their root causes, and proposes corresponding improvement strategies to provide theoretical support and practical pathways for optimizing writing instruction in higher-grade primary schools.