情景体验创设在小学作文中的教学现状及策略探讨——以小学三年级为例摘要作文教学是语文教学的重要构成部分，在小学语文教学中拥有不可忽视的地位。
《语文课程标准》中提出, 要从学习者的生活视野和感性经验中取题立意、引发真情实感, 以求得写作的个性化和独特性。
小学三年级是刚接触作文的时候，是低年级看图写话的延续，又是高年级写作的基础，所以对小学整个阶段具有承前启后的作用。
情景体验作为一种教学方法，是通过创设丰富多彩的情景来引导学生在体验中学习作文。
本文主要采取文献法、问卷调查法、访谈法、课堂观察法从情景的选择、情景的创设、情景的展示以及情景的融入对小学三年级的语文教师在作文教学中实施情景体验创设的现状进行调查与分析。
依据情景体验创设在小学作文教学中的现状调查结果，分析出情景体验创设在小学作文教学中存在一些问题，主要有：情景的选择单一；情景的创设随意；情景的展示单调；情景的融入重“景”轻情。
分析其原因主要有：教师对作文目标认识不全面，教学情景资源没有合理的开发利用；学生缺乏语言积累，缺少生活体验；学校教学设施不完善，不重视情景体验教学；实施过程不全面，缺乏趣味性；教师对作文评价的认识不全面，作文评价主体单一。
通过对情景体验创设在小学作文教学中存在问题的原因分析，提出了情景体验创设在小学作文教学中的优化策略，主要有：教师要全面理解作文教学目标，合理开发利用教学情景资源，提升自身的教学能力和素质；学生要扩大阅读量，积累语言，多观察自然生活，增加生活体验；学校要提供教师学习的机会，不断完善教学设施设备；作文教学实施中要以“趣”相联、以“美”入景、以“景”展现、以“情”融入；作文评价要主体多样化、标准多元化、方法过程化。
关键词：小学语文；情景体验；作文教学IAbstractComposition teaching is an important part of Chinese teaching, and it has an important position in primary school Chinese teaching. In "Chinese Curriculum Standard ", it is proposed that the students' life vision and perceptual experience should be taken from the meaning of the topic and arouse the true feelings, so as to obtain the individuality and uniqueness of the writing. The third grade of primary school is just contact with the composition of the time, is the continuation of the lower grade to read pictures and write words, but also the basis of senior writing, so the whole stage of primary school has a connecting role. Scene experience, as a teaching method, is to guide students to learn composition in the experience by creating colorful situations. This is This paper mainly uses literature method, questionnaire method, interview method, classroom observation method to investigate and analyze the present situation of Chinese teachers in the third grade of primary school to implement the creation of scene experience from the integration of scene, scene creation, scene display and scene integration. According to the survey results of the present situation of scene experience creation in primary school composition teaching, it is analyzed that there are some problems in the creation of scene experience in primary school composition teaching, mainly: the choice of scene is single; the creation of scene is random; the display of scene is too monotonous; the integration of scene emphasizes "scene" and light feelings. The main reasons are: teachers do not fully understand the goal of composition, teaching There is no reasonable development and utilization of learning situation resources; students lack language accumulation and life experience; school teaching facilities are not perfect and do not attach importance to scene experience teaching; the implementation process is not comprehensive and the implementation process is not interesting; Teachers' understanding of composition evaluation is not comprehensive, and the main body of composition evaluation is single.By analyzing the causes of the problems existing in primary school composition teaching, this paper puts forward the optimization strategies of scene experience creation in primary school composition teaching, which include: teachers should fully understand composition teaching objectives, rationally develop and utilize teachingIIscene resources, improve their teaching ability and quality; students should expand reading, accumulate language, observe natural life and experience; schools should provide teachers with learning opportunities and constantly improve teaching facilities; composition teaching implementation should be diversified with "fun "," beauty "," scenery" and "feelings ",methodological process.Key words: primary school language; scene experience; composition teachingI I I目录一、引言 (1)（一）选题背景 (1)1、源于新时代对核心素养的呼唤 (1)2、源于语文课标对写作提出的要求 (1)3、源于情景体验在作文教学中的地位 (2)4、源于实习经历与对现实问题的反思 (2)（二）国内外研究综述 (2)1、国内研究综述 (2)2、国外研究综述 (4)（三）研究的目的和意义 (5)1、研究的目的 (5)2、研究的意义 (6)（四）研究方法 (6)1、文献法 (6)2、问卷调查法 (7)3、访谈法 (7)4、课堂观察法 (7)（五）相关概念界定 (7)1、情景体验 (7)2、作文教学 (7)（六）小学作文情景体验教学的理论依据 (8)1、李吉林情境教学理论 (8)2、建构主义学习理论 (8)3、情境认知学习理论 (9)二、情景体验创设在作文教学中的现状 (9)（一）调查设计 (9)1、问卷设计 (9)2、访谈设计 (9)3、课堂观察设计 (9)（二）调查对象 (10)（三）调查实施 (10)IV1、问卷调查实施 (10)2、访谈调查实施 (10)3、课堂观察实施 (10)（四）调查结果及其分析 (10)1、情景的选择 (10)2、情景的创设 (11)3、情景的展示 (12)4、情景的融入 (15)三、情景体验创设在作文教学中存在的问题 (16)（一）情景的选择单一 (17)1、情景的选择素材主要依赖于教材 (17)2、教师备课思路狭窄，忽视对情景素材的筛选 (18)（二）情景的创设随意 (19)1、情景的创设脱离学生的实际生活 (19)2、情景的创设缺乏创新和生动性 (20)（三）情景的展示单调 (20)1、情景展示过程没有循序渐进 (20)2、情景展示途径单一，多媒体使用频繁 (21)3、教师应对情景展示的突发状况处理能力弱 (23)（四）情景的融入重“景”轻“情” (24)1、教师没能由表及里指导学生融入情景 (24)2、忽视学生用语言再现情景 (25)四、情景体验创设在作文教学中的问题归因 (26)（一）教师教学方面 (26)1、教师对作文教学目标认识不全面 (26)2、教学情景资源没有合理的开发利用 (26)（二）学生学习方面 (27)1、缺乏语言积累 (27)2、缺少生活体验 (27)（三）学校管理方面 (28)1、教学设施不完善 (28)2、不重视情景体验教学 (28)V（四）教学实施过程方面 (28)1、实施过程不全面 (28)2、实施过程缺乏趣味性 (29)（五）作文评价方面 (29)1、教师对作文评价的认识不全面 (29)2、作文评价主体单一 (29)五、情景体验创设在作文教学中的策略探讨 (30)（一）教师教学策略 (30)1、全面理解作文教学目标 (30)2、合理开发利用教学情景资源 (30)3、提升自身的教学能力和素质 (31)（二）学生学习策略 (32)1、扩大阅读量，积累语言 (32)2、多观察自然生活，增加生活体验 (32)（三）学校管理策略 (32)1、提供教师学习的机会 (32)2、不断完善教学设施设备 (33)（四）作文情景教学实施策略 (33)1、情景的选择——以“趣”相联 (33)2、情景的创设——以“美”入景 (34)3、情景的展示——以“景”展现 (34)4、情景的融入——以“情”融入 (36)（五）作文教学评价策略 (37)1、作文评价主体的多样化 (37)2、作文评价的标准多元化 (38)3、作文评价的方法过程化 (39)六、结语 (40)参考文献 (41)VI一、引言（一）选题背景1、源于新时代对核心素养的呼唤核心素养具体来说就是要求学生在学习、生活以及个人的发展中应该具备的必要素养。