多年来,作文教学一直延续教师命题——学生作文——教师批改——教师评讲的单向循环模式。在这个简单的小循环中,学生只是被动者,而教师却恰恰成了整个循环过程的主人。他们为了能让学生写好作文,不辞辛苦地埋头于一堆又一堆的作文批改,沉醉于一次又一次的作文讲评,其劳动量之大,用心之良苦是可想而知的。但是,长期这样做的结果,不仅不能使学生的写作水平很快地得到提高,相反,学生对写作的兴趣越来越淡薄,写作水平依然长期上不去。 For many years, composition teaching has been continuing the teacher’s proposition—student composition—teacher marking—a one-way circular pattern of teacher evaluation. In this simple little loop, students are only passive, and teachers are the masters of the entire cycle. In order to allow students to write good compositions, they spared no effort in burying themselves in piles of essay corrections. They were immersed in commenting on the composition again and again. The amount of labor was so great that the pains of hard work were conceivable. However, the long-term result of this will not only make students’ writing levels faster, but, on the contrary, students’ interest in writing will become less and less, and the level of writing will remain unreliable for a long time.