多年来,作文教学始终是个薄弱环节。某些领导也有一种误解,以为小学语文教学大纲明文规定,作文课是从三年级才有的,因此,从三年级才开始抓作文教学。实际,小学作文教学是从一年级的口头作文就开始了。但绝大多数老师对口头作文的认识不自觉,这就不可避免地出现了中年级组的坡度下降问题,推移到高年级组,加重了毕业班师生的负担。最后,造成靠加班加点,题海战术,开快车的办法追补欠债的恶性循环。针对上述问题,我们首先从端正办学思想入手,做长远打算,正确处理好毕业班与非毕业班的关系。我们认为毕业班确是学校的重要一环,但它必定不是全部,假若我们把主要精力都放在六年级组,那就得年年陷于被动局面。因此,我们统筹安排了各年级组的力量。由一名教导主任侧重抓毕业班工作,其他年级的各项工作,同样重视。要想全面提高教学质量,必须从一年级抓起,这是不能动摇的。 For many years, composition teaching has always been a weak link. Some leaders also have a misunderstanding that the primary school language teaching syllabus stipulates that composition lessons are only from the third grade. Therefore, the composition teaching has only begun since the third grade. In reality, elementary school composition teaching began with the first grade oral composition. However, most teachers do not self-conscious about oral composition. This inevitably leads to a decline in the grade of the middle-aged group. The shift to higher-level groups has increased the burden on teachers and students in the graduating class. In the end, it caused a vicious circle of recovering debt by working overtime, heading off the sea, and driving fast trains. In response to the above problems, we first start with the idea of ​​correct education, make long-term plans, and correctly handle the relationship between graduating classes and non-graduating classes. We believe that the graduating class is indeed an important part of the school, but it must not be all. If we put all our energy into the sixth grade group, we will be stuck in a passive situation every year. Therefore, we have co-ordinated the strength of each grade group. A teaching director focused on the work of graduating classes, and all other grades of work paid equal attention. If we want to improve teaching quality in an all-round way, we must start from the first grade. This cannot be shaken.