在传统的小学语文写作教学中,日记、周记等记录性作业形式,要求的篇幅较长、形式刻板,从而扼杀了学生观察与记录的兴趣,禁锢了学生想象与创造的热情,违背了写作教学的最终目的。而微型日记以“微”著称,篇幅短小,语言质朴,以生活实例为素材,以真情实感为基调,是培养小学高段学生写作能力的训练场,是促进高段学生观察能力、语言表达能力与语言文化素养的助跑器,是新课程改革背景下写作教学实践活动的尝试性探究。本文以激发情感、创设情境、活化评价为研究主线,就如何让微型日记成为小学高段学生写作的训练场,促进学生 In the traditional teaching of primary school Chinese writing, diary, Zhou Ji and other record-type assignments require longer and formal forms, thus stifling student interest in observation and record keeping, imprisoning student imagination and creating enthusiasm, and violating writing teaching The ultimate goal. The mini diary to “micro ” is known, short and simple language, life examples as material, based on true feelings as the training base for cultivating high school students writing ability, is to promote high school students observation ability, language Expression ability and language cultural accomplishment, is a tentative exploration of writing teaching practice under the new curriculum reform. This article, based on stimulating emotion, creating situation and activating evaluation, focuses on how to make micro diary a training ground for high school students in primary school to promote students’