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作文教学,历来是中学语文教学的重头戏,是影响语文成绩的关节点。如何提高学生的写作能力,一直是中学语文教学重点研究的课题和难题。学生面对当前各种形式的命题和话题作文,依旧文思枯竭,不知所云,即使生拼硬凑,写出来的东西也很难尽如人意。我在多年的中学作文教学探索和实践中,发现了学生对生活的积极、主动的感知——感受——感想——感悟过程的作文教学的心理规律,这四个环节既有先后出现、独立存在的区别,又是一个环环紧扣的不可分割、相互交融的整体,直接关系到作文的质量。不论什么体裁和题材,不论是命题作文还是话题作文,只要让学生懂得这一心理规律对于写作的意义,遵循并掌握这一规律,写作时就会有话可说,有感而想,有事可写,有理可议,学生的写作能力和文章质量就会有明显的提高。
Essay teaching has always been the highlight of Chinese teaching in middle schools and the key point affecting the achievement of Chinese. How to improve students’ writing ability has always been the key problem and problem of Chinese teaching in middle schools. Students in the face of the current various forms of propositions and topic essay, Wensifuxu still depleted, unintelligible, even if the hard work together, the written things are difficult to achieve satisfactory. During my years of exploration and practice in middle school essay teaching, I found that the students’ active and active perceptions, feelings, thoughts and perceptions of life are all psychological and teaching rules of essay teaching. These four aspects are both emergent and independent The difference between them is an integral and intertwined whole that is closely linked to the quality of composition. No matter what the genre and theme, whether it is propositional essay or topic essay, as long as the students understand the meaning of the psychological laws for writing, follow and grasp the law, there will be something to say when writing, feeling and things may Write, reasonable, student writing skills and the quality of the article will be significantly improved.