关于语文课堂的写话,笔者认为除促进学生对文本感悟理解这一思路外,还应需从以下几个教学策略来进行准确定位。一、定位语言积累帮助学生积累优美语言,丰富学生语文积淀,这是语文课堂的学科教学要求。在课堂写话时,让学生在对文本语言的迁移运用中,深化语言积累,这需要进行智慧的预设。例如某位老师教学《詹天佑》时,用板书出示课文中学过的下列词语:阻挠要挟嘲笑藐视毅然竣工回击赞叹不已高山深涧悬崖峭壁狂风怒号爱国杰出 As for the writing in the Chinese class, I believe that in addition to promoting students’ understanding of the text, this idea should also be accurately identified from the following teaching strategies. First, the localization of language accumulation to help students accumulate beautiful language, enriching students language accumulation, which is the language classroom teaching requirements. When writing in class, letting students deepen the accumulation of language in the transfer and application of text language requires the preconceination of wisdom. For example, when a teacher teaches “Zhan Tianyou”, he / she presents the following words in the texts on a blackboard: Blocking, threatening, despising, completion, completing, striking, amazing, alpine, deep stream, cliffs, windy anger, patriotic dignity