李芹

【摘  要】景物描写是记叙文的重要组成部分，是培养小学生写景习作的基本素养，要从低年级的积累入手，结合语文教材有效地指导小学生观察方法。《语文课程标准》对小学生习作提出的总目标：“能具体明确，文从字顺地表达自己的见闻体验和想法。”基于课程标准，结合统编语文教材，教师要遵循由易到难、由客观到主观、由欣赏到有意模仿的原则，让学生借助文本建构有序表达，根据情感表达的需要写出特定景物的特点，在教学中有效积累，并灵活运用。借助积累、欣赏、比较、创新、模仿等有效教学方法，可以建构小学生写景作文基本素养。

【关键词】文本;写景作文;基本素养

中图分类号：G623.24      文献标识码：A      文章编号：0493-2099（2021）35-0155-02

How to Cultivate Primary School Students' Basic Literacy of Scene Writing and Composition

（The First Experimental Primary School of Kenli District， Dongying City， China） LI Qin

【Abstract】Scenery description is an important part of the narrativeand and it is to cultivate the basic qualities of primary school students to write sceneries， we must start with the accumulation of the lower grades， combined with Chinese teaching materials to effectively guide primary school students’ observation methods. The "Chinese Curriculum Standards" puts forward the general goal of primary school students’ work： "Be specific and clear， and express their own experience and ideas in the text." Based on the curriculum standards， combined with the compilation of Chinese textbooks， teachers should follow from easy to difficult， the principle of moving from objective to subjective， from appreciation to intentional imitation， allows students to construct orderly expressions with the help of texts， write down the characteristics of specific scenery according to the needs of emotional expression， and accumulate them effectively in teaching and use them flexibly. With the help of effective teaching methods such as accumulation， appreciation， comparison， innovation， and imitation， the basic qualities of primary school students' scenery composition can be constructed.

【Keywords】Text; Scene writing and composition; Basic literacy

一、立足文本的積累语言

（一）词语积累

小学一、二年级主要是积累词语和句子，教师要依据统编教材编排，帮助学生养成归类积累的习惯。例如，按照春夏秋冬分季节识记词语，部编版二年级语文教材中有关于春季词语的专项积累“花红柳绿、春回大地、鸟语花香、莺歌燕舞……”教学中可以适当拓展夏、秋、冬三个季节的词语如“夏日炎炎、骄阳似火、一叶知秋、瓜果飘香、冰天雪地、天寒地冻……”

（二）句子积累

统编语文教材中描写景物的课文很多，如《四季》《找春天》《荷花》《铺满金色巴掌的水泥地》《秋天的雨》……这些文章文质兼美，有许多优美的句子，值得积累。文中大多采用了比喻、拟人、排比等修辞方法，写出了景物的变化以及事物的特点，教师督促学生朗读和背诵这些句子，可以促进学生表达能力的提升。