论文部分内容阅读
作文教学中的一大苦恼,就是缺乏针对性。每次作文训练,教师把题目往黑板上一写,学生便开始搜肠刮肚,一写就是一小时;勤奋的学生还每天一篇日记。如此这番的苦练,几年下来,却依然文旬平淡,读起来味同嚼蜡。为此,针对学生作文中的薄弱环节,从生态作文内容和课内阅读教学两个维度进行分类、分级,然后根据作文训练目标分步达成。在广泛阅读各类课外书,然后除适当背诵几篇范文佳作外,大量摘录学生颇为欣赏的句段,配以相关练习,进行系列化训练。
A major distress in composition teaching is the lack of pertinence. Each essay training, the teacher wrote a title on the blackboard, students began to search, a write is one hour; hard-working students also diary a day. This time of hard work, a few years down, but still plain, read the same flavor. To this end, according to the weak links in the composition of students, this paper classifies and classifies the content from two aspects: the content of eco-composition and the teaching of reading in-class. After extensive reading of all kinds of extra-curricular books, and in addition to properly reciting a few articles of Fan-wen’s masterpieces, a large number of excerpts of passages enjoyed by students were compiled, accompanied by relevant exercises, for series training.