苏霍姆林斯基说过:“一个孩子,只要在两三个月里看不到自己脑力劳动的成果,他们学习的愿望就会消失,因为实际上劳动本身也不存在了。”“差生”作文同样需要付出艰辛的劳动。他们也迫切希望尝到习作的甜头,体验习作劳动获取胜利的欢乐。作文教学的实践使我认识到,对待“差生”的作文不能横挑鼻子竖挑眼,更不能当头棒喝“杀心火”,而是要精审细度,善于捕捉他们习作中的闪光点,有针对性地诱发习作火花,加温助燃。具体做法有如下三点: 一、点滴诱发讲评“差生”作文我一般不作优劣权衡,而是致力于劣中选 Suhomlinski said: “As long as a child can not see the results of his mental work in two or three months, their desire to learn disappears because in fact labor itself does not exist.” “ Writing also requires hard work. They are also eager to taste the sweetness of the exercise and experience the joy of winning the labors. The practice of composition teaching made me realize that the compositions of ”poor students“ can not be vertical and horizontal, nor can they be used to ”kill heart and fire.“ They should be fine-grained and be good at capturing the flash points in their assignments. Induced to practice sparks, heating combustion. Specific practices have the following three points: First, drip-induced comment on ”poor students" composition I generally do not weigh the pros and cons, but committed to the poor