作文教学,除了密切结合阅读教学,引导学生学习名家名篇的写作方法,和不断积累字、词、句等构成文章的“砖、瓦、泥、沙”以外,还必须在学生每次作文时,启发他们积极思维,从而使学生能够独立创造出一篇文章来。从实际情况来看,学生作文,开始时往往搔首咬笔,不知写什么好,不知怎样下笔。教师的指导,就应针对学生实际,启发学生知道写什么,知道怎样下笔。这应该是在学生每一次习作时,教师所必须考虑的问题。 教学大纲要求高二学生“继续提高比较复杂的记叙能力”,我在高二上学期,安排了两次这方面的作文。这两次作文的具体启发工作大致如下: Composition teaching, in addition to the close combination of reading teaching, guiding students to learn famous writing methods, and continue to accumulate words, words, sentences, etc. constitute the article “brick, tile, mud, sand”, but also in the students each composition , Inspire them to think positively, so that students can independently create an article. From a practical point of view, student essay, often start scratch bitite, I do not know what to write, I do not know how to write. Teachers' guidance should be based on the actual students to inspire students to know what to write and know how to write. This should be a question that teachers must consider when they practice each assignment. The syllabus requires sophomore students to “continue to improve their ability to record narratives.” In the sophomores last semester, I arranged two essays in this area. The specific inspiration for these two essays is as follows: