《用“感激”唤醒“感动”》是《写作教学的智慧》一书中黄厚江老师“共生写作”教学的典型课例。该课例中,面对“感动”这个作文题,学生却找不到感动点。原因很简单,他们平时很少感动,他们眼中鲜有值得感动的事。显然,这不是写作技巧,也不是写作方法,甚至不是写作能力的问题。在如此尴尬的境地中,黄老师非常机智地把自己的写作素材引入了课堂:两次坐飞机,两次遭受女孩的长发带给自己的困扰。对自己一个 “With ” grateful “awaken ” touched “” is the typical case of Huang Houjiang teacher “symbiotic writing ” teaching in the wisdom of writing teaching. In this lesson, in the face of the essay question “Moved”, students can not find the moving point. The reason is very simple, they rarely touched, they rarely touched the eyes of things. Obviously, this is not a writing skill, nor a writing method, nor even a writing ability issue. In such an awkward position, Huang introduced her writing materially to the classroom with great skill: twice taking a flight and twice suffering long hair from the girl. One for oneself