情境学习理论视域下小学应用文习作教学设计——基于“实用性阅读与交流”任务群

Designing Situated Instruction for Practical Writing in Primary School—Based on the “Practical Reading and Communication” Task Group

摘要: 小学应用文习作教学长期存在情境缺失、格式训练与实际交际脱节的问题。本文以情境学习理论为视角，结合《义务教育语文课程标准(2022年版)》“实用性阅读与交流”任务群的相关要求，探讨应用文习作教学的情境化转向。研究认为，应用文知识的意义生成于使用过程，写作者在具体交往关系中承担相应的表达责任，学习成效也应通过文本能否达成现实交际目的来检验。“实用性阅读与交流”任务群表明，应用文学习并非孤立的文体训练，而是学生在信息获取、加工与表达之间循序参与社会生活的过程。据此，本文从现实需要、阅读准备、角色参与、文本交流和任务评价五个方面提出应用文情境化教学设计路径。本文侧重理论分析与教学设计，相关结论尚待后续实证研究进一步检验。

Abstract: Instruction in practical writing in primary schools has long suffered from a lack of authentic context, with format drilling and model-text imitation detached from real communicative practice. Drawing on situated learning theory and the requirements of the “Practical Reading and Communication” task group in the Chinese Language Curriculum Standards for Compulsory Education (2022 Edition), this paper examines a contextualized turn in practical writing instruction. It argues that the meaning of practical-writing knowledge is generated through use, that writers assume communicative responsibility within specific interpersonal relationships, and that learning outcomes should be assessed by whether a text achieves its real communicative purpose. The “Practical Reading and Communication” task group further indicates that learning to write practical texts is not an isolated exercise in genre conventions, but a process in which students move recursively among obtaining, processing, and expressing information as they progressively participate in social life. Accordingly, this paper proposes an instructional design path for contextualized functional writing across five dimensions: practical needs, reading preparation, role participation, textual communication, and task evaluation. As this study focuses on theoretical analysis and instructional design rather than classroom implementation, its conclusions await further verification through empirical research.