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经历了低年级的写话之后,三年级开始的作文教学面临着极大的挑战,其中之一就是后进生的转化问题。需要指出的是,此处的“后进生”称谓,仅指学生在作文中表现出来的水平差异,非指其他。实践表明,作文教学中转化后进生的关键有三:一是摸清作文后进生究竟差在哪里,不能经验化,不能人云亦云;二是有针对性地寻找有效的策略;三是有效的评价机制。下面笔者分别进行说明。一、基于个体研究的作文后进原因笔者在研究三年级学生出现分化原因时发现,常规意义
After experiencing the writing of the lower grades, composition teaching starting in the third grade faces great challenges. One of them is the transformation of the backward students. It should be pointed out that, here, “post-production ” appellation, only refers to the students in the composition of the performance of the level of difference, non-refers to the other. Practice shows that there are three key points in the composition teaching after the transformation: one is to find out exactly what is worse after the composition, can not experience, can not be echoed; the other is to find effective strategies; the third is an effective evaluation mechanism. The author will be described below. First, based on the individual study of the reasons behind the composition of the author in the study of third-year differentiation of students found that the conventional meaning