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曾经,面对学生的粗劣作文而束手无策,曾经,面对学生的期盼目光而无言以对。作文教学犹如一道全国性难题,困扰着学生,更困扰着语文教师。为此,我苦苦地探寻着作文教学的妙法。终于有一天,奇迹出现了!几个作文水平很高的学生,毕业前在《给语文教师说几句心里话》中,竟不约而同地认为,提高学生写作水平的关键决不是二周一篇的课堂命题作文,而恰恰是一周二篇的不命题随笔。为了真正弄清学生喜欢写随笔的原因,我特意召开了一次学生座谈会。答案令人信服:1、课堂作文,框得太死,时间也太紧,无奈之下要么胡编乱造,要么无病呻吟,陈词滥调,与其说是写作文,倒不如说是“挤牙膏”。而随笔
Once, in the face of the students’ poor composition, they were unable to help. They once faced the student’s longing gaze and were speechless. Composition teaching is like a national problem that bother students and even plagued Chinese teachers. For this reason, I struggled to explore the teaching of composition. Finally, one day, a miracle emerged! A few students with a high level of composition, before graduating in the “Say Something Mind to the Language Teachers,” invariably agreed that the key to improving students’ writing skills is not the two-week class. Propositional composition, and it is precisely the two-weekly dismissal essay. In order to truly understand the reasons why students like to write essays, I purposely convened a student forum. The answer is convincing: 1, class composition, frame too dead, the time is too tight, desperation or to make a mess, or no sickness, clichés, rather than writing, it would be better to say “squeezing toothpaste”. The essay