习作教学一直是语文界探索的热点问题。人们在进行理论与实践研究的过程中,形成了许多宝贵的经验,如情境习作、生活习作、童化习作、故事习作等。他们都在各自的一个领域或者一个方面形成了习作教学的独特认识与策略。面对如此丰富的习作教学成果,我们针对一个具体的课堂教学或者一个具体的习作内容,如何指导开展习作教学,许多人也许就会产生“乱花渐欲迷人眼”的窘境。因此,我们有必要进行习作教学的价值追索,探索在一个具体而明确的习作教学情景下具体成果的选择方案,然后根据实事求是的哲学原则,在具体的环境中采取有效的策略。据此,我们可以分两个层次来理清有关的价值追问: The practice of teaching has always been a hot issue explored by the Chinese language community. People in the process of theoretical and practical research, formed a lot of valuable experience, such as situational work, life practice, child cultivation, story writing and so on. They all form a unique understanding and tactics of teaching practice in their own fields or in one aspect. In the face of such rich teaching and learning achievements, we aim at a specific classroom teaching or a specific work content and how to guide the teaching of learning and practice. Many people may have the dilemma of “squandering their eyes”. Therefore, it is necessary for us to carry on the value tracing of the practice teaching, to explore the options of concrete results under a concrete and definite process of teaching and learning, and then to adopt an effective strategy in a concrete environment according to the philosophical principle of seeking truth from facts. Accordingly, we can sort out the relevant question of value through two levels: