摘要：本文在理論研究分析和問卷調查的基礎上，針對現階段小學生語文寫作中遇到的困難提出針對性的理論假設，論證三大“非寫作因素”對小學生作文影響的科學性以及可行性。本文主要采取個案研究的方式進行論證。力圖為廣大一線小學語文教師的實踐作文教學工作提供一定幫助，能夠用學生喜愛并且能接受的方式進行作文教學，摒除單純寫作強化訓練的弊端。本文對三大“非寫作因素”的研究如下：一、課外閱讀多的孩子，寫作能力強；這一因素在解決小學生寫作素材缺乏、內容單薄層面有相當的作用，其實施也簡單易行，容易在廣大小學中推廣；二、表達能力強的孩子，寫作能力強；通過問卷調查可得，小學生樂于交流表達，但在網絡化的社會，學生的口語化現象嚴重，網絡用語充斥學生作文。交流表達的確能夠促使學生寫作語言的進步，然而這不僅是學生自主的行為，更需要與他人的互動，不斷糾正自己的語言表達；三、動手能力強的孩子，寫作能力強。根據英文原意，動手能力是需要思維跟進、由“外化”到“內化”的過程，這是一個長期且需要教師創造性智慧的寫作輔助方法，對學生的思維拓展有一定實際意義。

關鍵詞: 非寫作因素；小學生作文；個案研究

Abstract：This paper, based on the theoretical analysis and survey , puts forward the specific and theoretical hypothesis about the difficulties encountered in the writing by pupils  , and it also demonstrates the scientific and feasible influence of “non-writing factors ”  to writings . In this paper, case study is the main approach to analyze. Moreover, this paper aims to provide some help for the language teachers, who could use the methods that interest the pupils, in practical composition teaching process, and get rid of the drawbacks of intensified practice. 

　　　The followings are the three parts of this paper : firstly , the more the children read, the better the children’s writing ability .This factor exerts great importance in dealing with the shortage of writing material and thin content of pupils’ composition ,which could be applied easily among the primary education . Secondly, the greater communication skills a children have, the better the children’s writing ability. Based on the result of  a questionnaire , the pupils are willing to express themselves .However, in the networked society , the students prefer to using spoken language ,which are also flooded in the writing .Communication could definitely stimulate the progress in writing language , however, it is not the autonomous behavior ,which need to interact with others and constantly correct their own mistakes. Third, the more activate in hand, the better the children’s writing ability. According to the meaning of English, the ability of hand is needed to be followed up by mind form “outside”to “inside”, which is a long-term, intellectual , creative method and have some practical significance .

Key words :  non-writing factors  , pupils , composition

　　　作文教學不僅僅是一個環節的教學任務，所謂“語文”，最廣為人知的解讀即是“語言文字”。如此簡簡單單的四個字，卻道出了語文的性質以及用途。除了日常對話，人們另一種表達運用語言文字的地方就是寫作。隨著時代的變化，人們進入電子時代，很少人靜下心來、拿起筆，寫下文字，這種現象使得如今的小學作文教學困難重重，由于各種原因，學生的作文越來越應付、越來越機械化，寫作水平長時間不見長。而語文教師一味的寫作強化訓練在一定時間內或許能提高學生寫作水平，然而站在學生的角度又怎樣呢？