长期以来 ,小学作文教学一直延用“作前指导、学生习作、批后讲评”的流程进行 ,指导、习作、讲评、修改基本分离 ;同时 ,在具体的教学中 ,又往往重指导、习作 ,轻评议、修改。这样的教学在实践中表现出许多的弊端 :由于学生在习作过程中大多只顾写 ,缺少对习作的主动“回眸” For a long time, the teaching of primary school composition has been extended to the process of “pre-instruction, student practice, criticism after approval” process, guiding, writing, commenting and revising the basic separation; meanwhile, in specific teaching, Light comment, modify. Such teaching shows many disadvantages in practice: Because students mostly only write in the process of writing, the lack of active “review”