美国小学劝说文习作教学——以《探险家》主题习作教学为例

Teaching of persuasive writing in primary school in US—— a case study of Adventurer

美国小学《探险家》劝说文习作教学，不仅为我们根据文体科学设计习作教学目标、实施分层习作教学提供了很好的例证，而且为我们带来诸多启示：以文体划分习作教学内容，并根据文体写作特点确定习作教学目标，能较好解决“习作教学什么“、‘习作教学到什么程度”的问题；要提高习作教学的效率，必须尊重儿童学得语言的规律，遵循感知、理解、内化、外化习作方法与策略的过程；关注习作策略的获得，能帮助儿童成为一个有意识的、真正的写作者、表达者。

Teaching of persuasive writing about Adventurer in primary school in US not only gives us a good example of how to design teaching goal depending on literary form and put differential instruction into effect, but also greatly inspired us. It can resolve the problem of what to teach and achieve if we divide content of writing teaching into kind of literary forms and determine the teaching goals. We should let children experience the process from perception to understanding, and from internalization to externalization, in order to improve the efficiency of writing instruction. It will help students become a conscious writer and a real writer if we focus on acquiring writing tactics.