传统的习作教学,教师习惯于先将“习作要求”和盘托出,再费尽口舌地讲解一番,希望学生能很好地在“习作要求”的统领下去作文。实践证明这是不可取的。弊端主要有二:1.“习作要求”往往是多元的。我们不少学生原本就怕作文、厌作文,面对这么多的要求,无异于泰山压顶,更加怕了、 In the traditional practice teaching, teachers are accustomed to first presenting the “requirements for study” and explaining it in a nutshell, hoping that the students can make a good composition under the “requirements for studying”. Practice has proved that this is not desirable. There are two main drawbacks: 1. The “requirements for study” is often multiple. Many of our students were afraid of writing and ignoring texts. Faced with so many requests, it was tantamount to Taishan’s pressure and even more fear.