在日常作文教学中,我们在辅导的时候都是先告诉学生思路,然后给学生出示两三篇范文,然后就让学生开始写。其实学生在写的过程中只是大概根据老师所讲的那个思路来写,学生的层次不一,写出来的作文也参差不齐,再加上三年级又是过渡特征非常明显的一个年级段,经过几次的习作练习,孩子们作文提高也不是很大,而且学生脑子里对作文的框架也不是很清晰。我们组的六位语文教师就本年级的作文教学中存在的问题进行了讨论,研究相应对策。通过一段时间 In the teaching of daily composition, we always tell students the idea when we are mentoring. Then we give students two or three essays and then let the students begin to write. In fact, students in the process of writing is only based on what the teacher said about the train of thought to write, the students at different levels, written in the composition is also uneven, plus the third grade is transitional stage is very obvious grade, After several practice exercises, the children’s essay is not greatly improved, and the students’ minds are not very clear about the composition of the essay. The six Chinese teachers in our group discussed the problems in the composition teaching of this grade and studied the corresponding countermeasures. Through time