摘要：小学阶段正是学生学习写作的开端，也是培养学生作文能力的重要环节，在这关键阶段，使学生愿写作文、有文可作是至关重要的。而在实际的小学作文教学中，教师普遍反映作文教学收效甚微，原因之一便是作文教学脱离语境，学生无话可说。鉴于目前语文教育界对此问题研究不多，本文从语境理论的角度进行分析并尝试提出优化建议，为更新小学作文教学设计做出理论上的探索。本文运用文献研究法，从小学作文教学的内容、教师教学、学生自身等方面发现了问题，并结合具体案例从语境的三个方面，即上下文语境、情景语境、民族文化传统语境，提出优化小学作文教学设计的建议。本研究表明，运用语境理论指导小学作文教学，能够激发学生作文的兴趣，提高学生作文的能力，从而有效改善小学作文的教学状况。

关键词：小学作文；教学设计；语境理论

Research on the Application of context Theory in composition Teaching Design of Primary School

Absrtact：primary school is the beginning of students' learning and writing, and it is also an important link to cultivate students' writing ability. In this critical stage, it is very important to make students willing to write composition. In the actual composition teaching of primary school, teachers generally reflect that the teaching of composition has little effect, one of the reasons is that the teaching of composition is out of context and students have nothing to say. In view of the fact that there are few researches on this issue in the field of Chinese education at present, this paper makes an analysis from the perspective of context theory and tries to put forward some suggestions for optimization in order to make a theoretical exploration for updating the composition teaching design in primary schools. This article applies the literature research method, from the primary school composition teaching content, the teacher teaching, the study The author finds out the problem from three aspects of context, namely, context, situational context, and traditional context of national culture, and puts forward some suggestions for optimizing the design of composition teaching in primary schools. This study shows that the application of context theory to the teaching of primary school composition can stimulate students' interest in composition, improve students' ability of composition, and improve the teaching situation of primary school composition effectively.

Key words: primary school composition;   instructional design;   context theory

前言

在实际的小学教学中教师普遍反应作文难教，原因之一便是作文教学脱离了真实的言语环境即语境，文章普遍表现出假、大、空，学生无话可说，自然不愿意说。写作是交际的一种重要方式，只有在语境中才能得到完满的实现。而纵观目前教育界的研究现状，将研究视野放在语境理论身上的不少，但将语境理论和小学作文教学结合起来研究的却不多。

在中国知网检索关键词：语境理论、小学作文，仅从语境理论的角度探讨小学作文教学来看，截至目前，共得到相关文献9篇。如《新课改下小学作文语用学分析》、《小学交际语境写作教学策略初探》、《传统文化·时尚语境·小学作文》、《基于儿童语境下的小学习作实践策略谈》、《凸显语境，习作教学的回归》、《浅析语境理论对小学高年级写作教学启示》等。此9篇中，大多从语境理论的某一角度切入研究，不具有全面性；或针对某学段的学生提出教学建议，不具有普适性。

因此本文主要研究的是语境理论在小学作文教学设计中的应用，从语境理论的三个方面，及上下文语境、情景语境、民族文化传统语境，尝试提出优化小学作文教学的建议，为更新小学作文教学做出理论上的探索。以期激发学生的写作兴趣，使学生有话说、愿意说、说得好，为改善小学作文教学现状做出理论上的贡献。