多年的实践告诉我,指导学生作文时,若在审题之后马上把“下水文”抛给学生,学生得益不大,甚至有害无益。为了防止“副作用”,我在利用“下水文”指导学生作文方面,做了以下探索: 一、作前“下水”示错,防患未然。为了让学生少走弯路,教师不妨在学生习作之前,采用“下水”病文示错。根据训练要求,让学生评议病文,在评议中进一步明确写作要求。如指导《记一次接力比赛》一文时,根据“注意场面描写,把人物的活动情况写具体”的训练要求,我先出示下列“下水”病文: 一场紧张的接力比赛将要开始了。我们组 Years of practice told me that when teaching a student composition, if the “Hydrology” is thrown to the students immediately after the examination, the students will not benefit much or even be detrimental. In order to prevent “side effects,” I made the following explorations in using “Hydrography” to guide students' composition: First, to make mistakes and prevent accidents before doing so. In order to allow students to detours, teachers may wish to study before the students, the use of “water” in the wrong text. According to training requirements, let the students comment on the essay, in the comments to further clarify the writing requirements. As instructed in “Remembering a Relay Race,” I will present the following “watering” essay based on the training requirement of “Paying Attention to Scene Descriptions and Writing Specific Personnel Activities”: An intense relay race is about to begin. Our group