论文部分内容阅读
无论是对语文教师还是对多数学生而言,作文的教与学,向来都是一件高耗低效的苦事。学生“挤牙膏”式的写作,教师蹙额头状的批阅,使双方都备感苦闷,舒畅表达的快乐杳然难寻,惬意欣赏的愉悦荡然无存。个中原因,一言难尽,但语文教师写前点拨的缺失、写后指导的缺席,恐怕是一个重要原因。尤其是在学生辛辛苦苦写出一个存在瑕疵的“毛坯子”之后,教师及时跟进指点以促其上档升格的意识淡薄,这常常导致学生每烧“一壶水”都是“温吞货”的尴尬、困惑和无奈。总是低层次地重复,久而久之,学生必然出现写作欲望衰减的情况,作文难见起色。
Either for Chinese teachers or most students, the teaching and learning of composition has always been a laborious and inefficient affair. Students “squeeze toothpaste ” type of writing, teacher 蹙 forehead of the review, so that both parties feel depressed, happy expression of happiness suddenly find it difficult to find pleasant pleasure disappeared. One of the reasons, a word difficult to make, but the lack of language teachers write before the call, the absence of written guidance, I am afraid that is an important reason. Especially after the students have painstakingly written out a flawed “blank child ”, the teachers’ prompt awareness of the urgency to upgrade their files has often resulted in the students burning up a “pot of water” Is “warm swallow ” embarrassment, confusion and helplessness. Always repeated at a low level, over time, students inevitably decline in the desire to write the situation, the composition hardly seen.