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学生习作,不应该是硬性指标,它应该是一种愉快的需求;而学生习作的指导,也不应该是教师的包办代替,而应该是师生共同完成的充满智慧与灵性的心智发展历程。“小桥流水”:这种指导方式抛开只为某次习作做指导的想法,着眼于作文训练全局,细水长流,从“找米”入手,以解决“无米之炊”的尴尬,重在素材的积累。“蜻蜓点水”:这种指导方式侧重成文及自我修改的暗示,注重教师的巡视、启发、点拨、赞赏,直至把学生的热情推向高潮。“一衣带水”:这种指导方式侧重练笔,与课文同步,发现和挖掘习作资源,同时强调多角度立意,即从不同角度进行审视,以确定不同的中心,从而写出不同立意的习作。
Students’ assignments should not be a rigid indicator. They should be a pleasurable one. And the guidance of student work should not be replaced by teachers. Instead, it should be a mental and intellectual process full of wisdom and spirituality accomplished by teachers and students. “Bridges and bridges ”: This guidance method aside only for the guidance of a practice idea, focusing on the composition of training the overall situation, working hard, start with “looking for rice ” to solve “no straw ” embarrassment , Focusing on the accumulation of material. “Superficial”: This guidance focuses on written and self-modifying hints, pays great attention to the teacher’s touring, inspiring, giving, appreciating, until the enthusiasm of students to a climax. “A strip of water ”: This guidance focuses on practicing pen, synchronization with the text, discovery and mining resources for learning, while emphasizing multi-angle conception, that is, from different perspectives to determine the different centers, thus writing different conception of the work.