趁着同学们学习完“总分总”这种结构方法,我给他们布置了这样一篇日记——写一写秋天的校园。为了不限制同学们的思路,我先讲了讲写作要求,就让他们回去写了。第二天看了同学们初写的日记,我有些不满意,明显的问题是:有的同学句子欠生动形象;有的同学只写了只言片语;有的同学记流水账……面对同学们出现的这些问题,我决定在课堂上和他们一起制定这篇作文的写作提纲,帮助他们有章可循,把这篇文章写好。我告诉同学们,好的开头方法有很多种, Taking advantage of the students to learn “total score ” this method of construction, I arranged for them to write such a diary - write a fall campus. In order not to limit the students’ thinking, I first talked about writing requirements, let them go back and write. The next day saw the students first wrote the diary, I am not satisfied with some of the obvious problem is: some students owe a vivid image; some students only wrote a few words; some students in mind account ... ... the face of students appear Of these issues, I decided in the classroom together with them to develop a writing outline of the composition to help them follow the rules, write this article. I told my classmates that there are many good ways to get started,