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一直以来,初中作文教学采用的模式就是写的技法传授。教师做作文前的指导,然后学生动笔抒写。最后教师收集,完成作文批改,然而作文本分发后,学生最多关心一下具体的分数,难得有学生真正明白“中心不明确”“选材不典型”“语言不优美”的真正意义,只好等着老师来评讲。但评讲也是针对大多数学生的共同问题来进行,学生们还是不明白别人为什么次次都能写出好文章来。所以上作文课也成为部分学生的沉重负担。
All along, junior high school essay teaching mode is to write skills to teach. Teachers do the essay before the guidance, and then students write to express. Finally, the teacher collects and completes the composition correction, however, after the distribution of the composition, the student cares about the specific score, and rarely does the student really understand that “the center is not clear”, “material selection is not typical”, “the language is not beautiful” Meaning, had to wait for the teacher to comment. However, the reviews are also conducted on the common issues of most students, and students still do not understand why other people can write good articles for the second time. Therefore, the composition class has also become a heavy burden on some students.