一、命题的宽窄要适度作文动机的心理成份,主要是指学生在作文上的自觉性和对作文的直接兴趣,而作文的自觉性乃是学生对作文意义的认识,并由此产生积极态度和行动。作文的直接兴趣则是对作文中一种力求认识的倾向,伴有积极的情绪状态。如果我们的作文教学不是建立在学生作文有明确的目的。自觉地、主动地写,想写、爱写即“我要写”的基础上,而是老师出题“要我写”这种被动的做法,结果是学生“不爱写”。但是,没有被动的“要我写”,就没有知识变技能的外因,就没有教师的主导作用。命题,既是对选材、主题的约束和限制,又是学生构思立意、谋篇布局的依据。特别是小学生,如果没 First, the width of the proposition must be the psychological component of moderate compositional motivation. It mainly refers to the student’s self-consciousness in the composition and his direct interest in the composition. The self-consciousness of the composition is the student’s understanding of the meaning of the composition, and this leads to a positive attitude. And action. The direct interest in composition is a tendency to seek understanding in a composition, accompanied by a positive emotional state. If our composition teaching is not based on student writing for a specific purpose. Consciously and voluntarily writing, I would like to write, love to write, that is, “I want to write,” but it is the passive approach of the teacher to ask me to write. The result is that students do not love to write. However, without the passive “I want to write”, there is no external reason for knowledge-changing skills, and there is no teacher’s leading role. Propositions are not only the constraints and constraints on the selection of materials and themes, but also the basis for students’ conception and development. Especially primary school students, if not