当前,语文教学仍普遍存在着阅读归阅读,写作归写作的现象,致使学生的写作出现了很多问题。近年来,我在记叙文的教学中,采用阅读——生活——写作的教学程序,有效地提高了学生写记叙文的能力。下面,就以我教《井岗山散记》一课为例,谈谈我的具体作法。阅读是写作的基础。基于这样的认识,在教《井岗山散记》一课时,首先,我引导学生认真读书,理解词语,弄清作者描写记叙的场面、思路和着笔点,然后,着重分析下列问题:一、作者按什么线索组织材料,以什么为侧重点选择材料,二、课文怎样写眼前景物,又怎样由眼前景物写到当年的革命史迹,又从当年的史迹写到今天的变化,三、写革命史迹 At present, there is still a widespread phenomenon of reading and writing as well as writing in Chinese language teaching, which leads to many problems in students’ writing. In recent years, in the teaching of narrative writing, I have used the reading-life-writing teaching program to effectively improve students’ ability to write narratives. Next, I will use my lesson in “Jinggangshan Diji” as an example to talk about my specific practice. Reading is the foundation of writing. Based on this understanding, when teaching “Jinggangshan Diji” lesson, first of all, I guide students to study hard, understand words and expressions, clarify the scenes, thoughts, and writing points of the author’s description of narratives. Then, he focuses on the following issues: First, the author What clues should be used to organize the materials and what to focus on in selecting materials? Second, how do the texts describe prospects, how to write from the eye foreground to the historical relics of the year, and then write changes from the historical relics of the year to today’s changes. Third, write revolutionary historical sites.