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习作是学生语文能力的综合体现,习作教学应该是极具灵活性和创造性的活动。但是在教学中,我们过多地关注学生习作的内容和结果,于是,习作教学缺乏活力与实效,常出现“六多”“六少”的现象。1.老调重弹者多,推陈出新者少;2.定势思维者多,因势利导者少;3.评印象分者多,因文定分者少;4.一家之言者多,集思广益者少;5.面面俱谈者多,有的放矢者少;6.一锤定音
Exercises are a comprehensive manifestation of students’ language ability. Exercises should be activities with great flexibility and creativity. However, in teaching, we pay too much attention to the contents and results of student work. Therefore, the teaching of work lacks the vitality and effectiveness and often leads to the phenomenon of “more than six” or “less six”. 1 old tone rebound, less innovation; 2 fixed-thinking people, the less likely to guide; 3 comments on the impression that many, due to the text of the less people; 4 one speaker, brainstorming less; 5 There are many face-to-face talkers, some less targeted; 6