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一次,我到一所学校听一位老师执教一节四年级习作指导课,内容是学写介绍“世界遗产”的导游词。这位老师先是让学生了解课本上的习作要求,讲解什么是导游词,导游词分哪几部分,可以写哪些内容;接着分组让学生交流课前搜集到的“世界遗产”资料;最后,让学生选定一处“世界遗产”开始习作。只见学生抓耳挠腮、冥思苦想,四五分钟过后,大部分学生似乎还无从下手,老师犯急了,提示:“可以在我们已学过的本组课文里,如《长城》《颐和园》《秦兵马俑》中选一个内容来写。”话音刚落,“哗啦哗啦”的翻书声骤然响起,紧接着就是“沙沙”的写字声——原来学生都在照抄课文。
Once, I went to a school to listen to a teacher coaching a fourth-grade class guidance class, learning to write introduction “World Heritage ” guide word. The teacher first asked the students to understand the requirements of the textbooks and explained what the guided words and guide words were and what they could write. Then the students were allowed to exchange information on “World Heritage” collected before class, and finally , Let students choose a “World Heritage” to begin work. I saw the students scratching their heads, thoughtfully thinking, four or five minutes later, most students seem to have no way to start, the teacher impatient, suggesting: “We can learn in this group of texts, such as the Great Wall, the Summer Palace, Qin Terra Cotta Warriors ”to choose one of the content to write.“ ”Voice faded,“ ”Crash“ the sound of the book suddenly sounded, followed by the ”Shasha" writing sound - the original students are copying the text.