用共生写作的理念观察、思考亲情生活,选取贴近学生生活的、拥有丰富传神细节描写、具有可生发性特点的亲情生活片断,借助教师的诱导性写作和信息网络平台,激发学生的写作热情,唤醒他们的写作思维,充分挖掘“亲情”这一丰富的写作资源,引导学生更深入、更真挚地观察和思考生活,提高写作水平。语文特级教师黄厚江老师在他的《语文的原点》中提出一种共生作文的理论,即是通过师生之间的相互激活来寻求作文共生共长的教学方法。简单来说,就是语文教师带着写作“种子”进 Using the concept of symbiosis writing to observe and think about the affectionate life, we select the affectionate life fragments close to the students ’life, which are rich in vivid details and have germinal characteristics. With the help of teachers’ induction writing and information network platform, Arouse their writing thinking and fully exploit the rich writing resource of “affection” so as to guide students to observe and think more deeply and more earnestly, and improve their writing skills. Teacher Huang Houjiang, a teacher of Chinese language, proposed a theory of symbiotic essay in his “Origin of Chinese Language”, that is, he tried to find a symbiotic way of teaching composition through mutual activation between teachers and students. In simple terms, it is the language teacher with “seed” into writing