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小学语文教材中的记叙文写作训练,其编排是螺旋上升、循序渐进的,要求是逐步提高的。因此,在指导学生练习写某一次同类内容的记叙文时,我们完全可以先指导学生按该次习作要求,修改其上一次写过的同类内容的作文,然后再另选材料,按新的要求完成习作。比如,指导学生第二次练习写人的作文时,先指导学生按第二次作文训练要求修改各自第一次写入的作文。然后另选材料,按第二次作文要求完成新作。每次作文,对不同程度的学生都有不同的要求,因人而异,在前次作文的基础上逐步提高要求。这样训练,符合“实践、认识、再实践、再认识”的
The training of narrative writing in primary school Chinese textbooks is spiraling upward and gradual, and the requirements are gradually raised. Therefore, when guiding students to practice writing a narration of a similar type, we can first guide the students to modify the essay of the same type they wrote the previous time according to the requirements of the essay, and then complete the selection according to the new requirements Practice. For example, to instruct students to practice writing for the second time, they should be instructed to modify their writing for the first time as required by the second essay training. Then choose another material, according to the second essay to complete the new work. Each essay has different requirements for different levels of students, varies from person to person, and gradually increases the requirements on the basis of the previous composition. This training, in line with “practice, understanding, re-practice, re-understanding of.”