一直以来,新课程标准下习作教学之路该怎么走,该怎么教?困扰了大批的语文教师。面对学生处于被动作文,素材枯涩;语言积累匮乏,入不敷出;有物难言,言而不详的现状,老师们似乎已经黔驴技穷了。习作教学似乎已经进入了瓶颈。试想,我们一味地追求从观察入手,由想象入门;一味地提倡兴趣培养,注重情感传递……似乎是收效甚微。也许从另一个角度,另立抓手,会收到意想不到的效果。一、殊途同归——作文互批学生作文的批改往往让教师们感到了沉重的负担,这个负担更多的是一种心理的负担,看到学生的习作如此的苍白无力,与范 All along, the new curriculum standard under the teaching of teaching how to go, how to teach? Baffled a large number of language teachers. In the face of the students in the passive essay, the material is astringent; lack of language accumulation, make ends meet; there are things that can not be made, the state of the word is unknown, the teachers seem to be poor. Practice teaching seems to have entered the bottleneck. Imagine, we blindly pursue from the observation, by the imagination; blindly promote the development of interest, pay attention to emotional transmission ... ... seems to be ineffective. Perhaps from another perspective, a separate starting point, you will receive unexpected results. First, the same route to different things - the composition of each batch of student essay rewriting often allow teachers feel a heavy burden, the burden is more of a psychological burden, see the students’ practice so pale and weak