生活是学生习作的源泉,脱离了生活,作文就成了无源之水,无本之木。小学生的习作训练应参与生活,服务于生活。许多老师有这样的体会,尽管我们使尽浑身解数,对学生进行写作方法的指导,进行课外阅读的积累,但面对相似的生活情境,仍有为数不少的学生依然不知怎样去描述;老师的指导和批改,有的几乎到了“代生作文”的地步,但当学生自己动笔的时候却依然无从下手……由此我想到,作文教学光靠教本上的几篇文章作例子,进行枯燥的理论讲解,是远远不够的。教师要充分发挥自身的优势,激发学生的兴趣,使学生乐于写、善于写、有材料可写。 Life is the source of student work, out of life, writing has become a passive water, without the wood. Pupils’ exercise training should be involved in life and serve life. Many teachers have the experience that even though we try our best to help our students to guide their writing methods and accumulate extra-curricular reading, we still have a large number of students who still have somehow described it in a similar way. Teachers Of the guidance and criticism, and some almost to the “generational composition ” point, but when the students themselves still can not start ... ... I think, essay teaching rely on a few articles on the textbook as an example, To explain the theory of boring, is not enough. Teachers should give full play to their own advantages, stimulate students’ interest, make students willing to write, be good at writing, and have materials to write.