改善写作环境，孕育生态作文——广州“智慧阅读平台”在语文习作教学中的应用

Improving the Writing Environment and Nurturing Ecological Composition—The Application of Guangzhou’s “Intelligent Reading Platform” in Writing Teaching

摘要: “观念不当”、“素材调用困难”和“反馈不及时”是当前造成中小学生“作文难”的三大最核心问题。要想从根本上突破困境，必须从改善学生写作环境入手，打造孕育“生态化作文”的新教学模式。近年，广州市教育局在全市中小学建立“学生智慧型成长阅读平台”，这一创新举措为在实践中探索生态写作教学模式提供了宝贵契机：通过平台各式各样的读后“再创作”活动，激发学生作文热情，转变学生错误的写作观念；教师通过平台开展读写“一体化”教学，帮助学生实现对文本材料的精加工，培养学生积累和调用素材的意识和能力；通过平台“悦读圈”分享互动，解决学生写作反馈迟滞、单一问题。

Abstract: Currently, “inappropriate concept”, “difficulty to call material”, and “delayed feedback” are the major problems that result in writing improficiency of primary and secondary school students. In order to break through the dilemma fundamentally, we must start by improving the writing environment for students and creating a new teaching model that nurtures “ecological essay writing”. In recent years, the Guangzhou Municipal Bureau of Education has established an “Intelligent Reading Platform for Students’ Growth” in the city’s primary and secondary schools, which is an innovative initiative that provides a valuable opportunity to explore the ecological writing teaching model in practice: Firstly, through various post-reading “re-creation” activities on the platform, students’ enthusiasm for writing is stimulated and their misconceptions about writing are transformed. Secondly, teachers carry out integrated teaching of reading and writing through the platform, helping students to carefully and thoroughly study the text materials and cultivating their awareness and ability to accumulate and recall materials. Finally, as students can share their work through the “reading circle” of the platform with others, the problem of deferred and plain feedback of students’ compositions can also be solved.