在小学习作教学中,对于“文体”这个概念,教师在习作指导与讲评中,大都对其忽略不计。这就导致学生的习作因缺乏基本的文体常识,呈现文体特征不明、界限不清、把握不准的通病。但也有教师颇为重视“文体”知识,在习作教学中采用“填鸭式”的方式灌输给学生,但事与愿违,学生往往难以将熟记的文体知识应用到平常的习作中。这可谓是文体教学的两个极端。因此,教师可采用机智的教学策略,通过一系列寓教于乐的教学活动设计,让文体知识化抽象为形象,化概念为意识,化说教为体验,让学生慢慢地去感悟、领会,并最终学会应用。 In primary school teaching, the concept of “style ”, teachers in the work of guidance and commentary, most ignore it. This leads to the lack of basic stylistic common sense for students’ assignments, which presents the common defects that the stylistic features are unknown, the boundaries are unclear, and are not sure. However, some teachers also attach great importance to “style” knowledge, and use “spoon-feeding” to instill in students. However, it is often difficult for students to apply well-known stylistic knowledge to ordinary work. This can be described as the two extremes of style teaching. Therefore, teachers can adopt witty teaching strategies through a series of entertaining teaching activities designed to literary knowledge of the abstract image, the concept of awareness, to teach as experience, so that students slowly to comprehend, comprehend, And eventually learn to apply.