优化写后活动，提高写作能力

陈静

一、写作教学的有关理论

英国语言学家Claudia.L.Keh将写作教学设计为七个步骤：输入，初稿，学生互评，

二稿，教师批阅，师生交流，定稿。由此可见，提高写作能力，写后活动设计很有必要。

二、优化写后活动的设计

（一）布置自我反馈任务，培养自我反馈能力

写作中，需培养学生对习作自我反馈的习惯和能力。自我反馈包含反思写作思路和对照评价标准修正习作。具体操作如下：

（1）复读习作，确保涵盖要点，句子达意;

（2）增删词语，使文章流畅自如;

（3）对照评价标准，先短文改错，然后，从整体把握，看是否扣题，脉络是否清晰，层次是否清楚等。

（二）设置同伴反馈任务，促进同伴反馈实效

学生参与评价，无论对自身还是同伴，都富有成效。同伴反馈中，教师的适时指导不可或缺。在同伴反馈中，教师需要：（1）提供评价标准;（2）及时跟进指导有困难的学生;（3）收集代表性的问题，进行集中反馈。

（三）创建读者反馈平台，提升写作效果

在写后活动中，读者彼此交流互相学习，多方评价，作品可得到多角度的完善。这样的训练方法不仅提高写作能力，还会激发写作兴趣和信心，提升自主学习、与人合作的能力，对学生全面素质的培养将产生积极的作用。

三、案例示范

案例1：写后活动的自我反馈

[教学材料]人教版Go For It 九年级 Unit 3 Could you please tell me where the restrooms are？

[教学设计]

活动1：Pre-writing

Step 1. T： You are going on a study vacation in an English-speaking country. You are planning to write a letter to ask the school for some information. What would you like to know before you go？ How can you ask in a polite way？

Step 2. Discuss with partners and list the information that you want to know，then compared to the Topic in the table on Page 23， write more in Other column.

eg：S1：I want to know something about the food. Where and what can I eat？

Step 3. Write the Topic into indirect questions.

eg： S1： Could you please tell me where and what I can eat？

活动2：While-writing

Step 1. T shows how to write.

T： In your letter， you should make a self-introduction first. Then say when you are coming and politely ask for information. Finally， thank the person for helping you.

Step 2. Get Ss to write the letter.

活动3：Post-writing

Step 1. Ask Ss to make a self-analysis： main idea， logic， key points， etc.

Step 2. Guide self-assessment： structures， expressions， handwriting， grammar， appropriateness， etc.

Step 3. Polish the composition.

案例2：写后活动的同伴反馈

[教學材料]人教版Go For It 九年级 Unit 6 When was it invented？

[教学设计]

活动1：Pre-writing

Step 1. “I want to invent ....”

Gets Ss to think of something that they do not like， then think of an invention that could help， introduce it.

What’s it made of？

What is it used for？

What does it look like？

Where or when can it be used？

How much will it cost？

Step 2. Discuss how to improve their inventions

In groups of 4-5， Ss work together to make their own future inventions really useful and practical （material， usage， price...）.

T works as a counselor.

Step 3. List the outline of their inventions

Get Ss to list the outline like：

Problem：________________________________________

New invention： ____________________________________

What it is used for： _________________________________

活动2：While-writing

Step 1. T shows a model for Ss.

T： These days I am making a special bed for my daughter. She doesn’t like to get up in the morning and is always late for school. That’s a big problem for me. So I have the idea to invent a special bed. When the time for you to get up comes， the bed will make noise or spray water on your face to wake you up. It’s made of wood with a speaker and a shower spray on the top. The price of it is 2，000 yuan. On the bed， there are many lovely pictures of cartoon characters. Children will like it.

Step 2. Write a description of their new invention.

活动3：Post-writing

Step 1. Peer assessment： make 4-5 students a group， ask them to evaluate others’ writing according to the writing criteria， find the most interesting invention， the most useful invention， and tell the reasons.

Step 2. Polish and modify your own writing according to the writing criteria.

四、总结与建议

交際语言教学（CLT）认为，写是实现交际目的的一项重要技能。在日常教学过程中，教师需要加强对学生写作意识和习惯的培养。写作教学中，不仅要关注写作前和写作中活动设计的有效性，更要关注写作后的有效评价和反馈。