灌州·教师｜一笔一画润书香 凝心聚力提书写——我校开展学生书写提质专题分享会Improve Students' Handwriting

      为夯实学生书写基础，提升书写素养，营造“提笔即练字、落笔见素养”的良好氛围。在本期教师读书分享会上，我校八位老师，横跨数学、科学、语文、英语多学科，覆盖小学低中高全学段，围绕书写育人价值、现存问题、实操策略展开交流，为校园整体提升学生书写质量提供了可落地、可借鉴的实践经验，凝聚校园书写提质共识。

      赵钰老师聚焦一年级数学书写，结合低段学生年龄特点，运用趣味口诀、书空练习、田字格定位等方法，坚持少写求精、以评促练，依托家校协同统一书写标准，在规范数字书写的同时，培养学生专注力与严谨认真的学习品质。

      Teacher Zhao focused on Grade 1 math handwriting. With rhymes, air writing and grid positioning, she stressed quality over quantity, promoted progress via evaluation, and unified standards with families to standardize number writing and cultivate students' concentration and prudence.

      刘雅洁老师立足科学学科，将规范书写视作严谨治学态度的体现。明确书写标准，把书写训练融入词汇听写、实验记录与课堂小结，通过板书示范、作业展示、星级评价和分层帮扶，引导学生规范书写、工整记录。

      Teacher Liu Yajie regarded standard handwriting as rigorous scholarship in Science class. She integrated handwriting training into dictation, lab records and class summaries, and guided students to write neatly via blackboard demonstration, homework display, star rating and targeted tutoring.

      罗筱璐老师专注高段语文书写，针对字迹潦草、涂改杂乱等常见问题，以课堂为主阵地，依托示范引领、对比纠错、字形拆解等方式，搭配长效激励机制，将书写融入日常教学，以书写端正学习习惯、提升语文素养。

      Teacher Luo Xiaolu targeted messy handwriting and random erasures in senior Chinese class. She adopted demonstration, error comparison and character analysis with long-term incentives to integrate handwriting into daily teaching, standardize learning habits and enhance Chinese literacy.

      王宇老师深耕小学语文常态化书写教学，严格规范学生坐姿、握笔姿势与笔顺结构，坚持随堂练字、即时点评，树立书写榜样，分层帮扶书写薄弱生，引导学生把工整书写内化为自觉的学习习惯。

      Teacher Wang Yu standardized daily Chinese handwriting teaching by regulating sitting posture, pen grip and stroke order. She arranged in-class practice and instant comments, set role models and helped underperforming students form good writing habits.

      王诗琦老师分析高段英语书写痛点，指出学生重速度轻质量、书写标准松懈、不良习惯固化等问题。通过随堂表扬、作业投屏、积分评优等方式正向激励，引导学生认真对待每一次作业，让书写兼具规范与美感。

      Teacher Wang Shiqi analyzed common senior English handwriting problems: prioritizing speed over quality, loose standards and bad habits. She used praise, homework display and point rewards to guide students to write standard and beautiful English.

      杜阳老师针对五年级学生书写速度与质量失衡、课内外书写不一致的问题，采用音形义拆解、精细范写、全场景统一标准，设置分层目标，依托小组互助与集星奖励，营造良好书写氛围，带动整体书写水平提升。

      Teacher Du Yang solved Grade 5’s problems of unbalanced speed and quality and inconsistent writing performance. She adopted character analysis, standard demonstration and unified rules, set graded goals, and improved overall handwriting via group cooperation and star rewards.

      李坤老师系统梳理小学一至六年级语文书写梯度要求，构建完整进阶培养体系。从基础坐姿笔顺、田字格占位，到钢笔书写、行款布局、名家书法赏析，层层递进，以习惯为核心，稳步提升各年级书写能力。

      Teacher Li Kun sorted out graded Chinese handwriting requirements from Grade 1 to 6 and built a progressive training system covering posture, grid layout, pen writing, layout design and calligraphy appreciation, steadily improving students' handwriting by habit cultivation.

      余晓红老师专注低段英语趣味书写教学，结合孩童身心发展规律，巧用字母操、四线格形象类比，实行分年级阶梯式训练，辅以细致暖心评价，规范字母形态与占格，为高年级英语书写筑牢基础。

      Teacher Yu Xiaohong adopted fun teaching for lower-grade English handwriting. With alphabet exercises, four-line grid analogy and graded training, she standardized letter writing with gentle comments to lay a solid foundation for senior learning.

      老师们立足不同学段与学科，分享实用易操作的书写教学策略。大家一致认为，书写育人贵在坚持，需要学科联动、家校同心，以一笔一画涵养良好学习习惯，以规范书写润泽学生成长。

      学校将持续开展书写提质相关活动，常态化推进学生书写练习，让书香浸润日常，让规范书写成为常态。

      The school will continue holding handwriting improvement activities, normalize daily writing practice, let scholarly culture permeate campus, and make standard handwriting a daily norm.