为完成预定的作文教学任务,教师往往围绕教材设置的内容开展作文教学,两周一次大作文、一两次铺垫性小作文训练。教学过程一般为:教师指导,学生创作,教师修改,集体评议,再次修改誊写,最终批改。师生一起忙忙碌碌,效果却很不理想,作文中优秀的极少,任务式的占大部分,暂差生的像挤牙膏一样费劲。其原因有三:一是教材编写具有普遍性,地方性、个别性的特点难以兼顾。教师在教材框架内按部就班,亦步亦趋,往往忽视了教学的主动性与 To complete the scheduled task of teaching composition, teachers tend to carry out composition teaching around the content of teaching materials, once a week for large essays, and once or twice to lay a foundation for small essay training. The teaching process is generally: teacher guidance, student writing, teacher modification, collective comment, edit again and write again, final revision. Teachers and students are busy together, the effect is very unsatisfactory, writing very few outstanding, most of the task-oriented, temporary poor students like toothpaste squeeze the same effort. There are three reasons for this: First, it is difficult to balance the characteristics of universal, local and individual teaching materials. Teachers within the framework of textbooks step by step, follow the trend, often ignoring the teaching initiative and