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1、Sincethecurriculumreform,writingteachinghasreceivedunprecedentedattention.Manyexpertsandteacherschangetheteachingway,alsoinpromotingteachingeffectivenesshasmademanybeneficialattempts,receivedthereformeffect.Thisshareisourteachersinwritingteachingtodofourthings.SaidtobeMtaught蔦butwith
2、Mnotteachingnmeans,butonlyforchildren'swritingbehaviorrequirementsorguide,tryvariousdevicestomakechildrenmorelanguagepractice.Sucha,rdo-nothingandteach,risourimplementationofeffectivecompositionteaching.Thefirstthing:aproblemhowtodoWritingteachingisthekeytodoainsteadofdoingtoomuch,nc
3、lever11isaproblemtodotricks・AMproblemnisdirectedagainstthepropositioncompositionteaching.Compositionteachingisstillthemainstreammodeofwritingteaching,butmanyteachersdesignpropositionissometimesnotacceptedbychildren,donotadapttoitslevelofexpression,thechildwritesaboutlaborbody,time-co
4、nsumingandlaborious.WeabsorbGermany,Japan,theUnitedStatesandothercountriesinthecompositionteachingofadvancedexperience,intheteachingintheimplementationofthenonemoren.Hereuthemulti-analysisMdoesnotrefertothesameproposition,letthechildrepeatedlycomposition,interspersedwithmodifications
5、,commentary,inwritingachievementembodiestheHdomoreMbenefit.MMultipleMreferstothepracticeofthepluralityofmuchangle,muchstyle:designpresentation,multi-levelexpression,namelyintheadaptationofchildrentoverbalexpressionlevelsofthesamepropositiondoesdifferentdesign,putforwardallkindsofwrit
6、ingrequirements,letthechildrenhavemoreopportunitiestopracticewriting,languagepractice・课改至今，习作教学受到空前广泛的关注。不少专家学者和一线教师也在改变教学方式、提升教学实效方而做出了许多有益尝试，收到了改革实效。本次和人家分享的是我校教师在习作教学中做的四件事。说是“教”，但乂带着“不教”的意味，其实仅仅是针对儿童写作行为上的要求或引导，想方设法让孩子更多地进行语言实践。这样的“无为而教”也正是我们实施有效作文教学的探索。第一件事：一题巧多做习作教学的关键在于做得巧而不是做
7、得多，“巧”字就是一题多做的诀窍所在。一“题”针对的是命题作文教学而言。命题作文教学仍I口是目前习作教学的主流模式，但不少教师设计的命题有时不被儿童接受，不适应其表达水平，孩子写起来劳神劳身、费时费力.我们吸纳德国、日本、美国等国家作文教学中先进经验，在教学中推行“一题多做”。这里的“一题多做”并不是指同一道命题，让孩子多次作文，中间穿插修改、评讲，在习作成果上体现“多做”的效益。“多”是指练习的多元化：多角度构思、多文体呈现、多层次表达，即在适应儿童言语表达水平的同一命题上做不同的设计，提出各类习作的要求，让儿童有更多机会动笔练习，进行语言实践。下血笔者以《一
8、次拔河比赛》为作文教学案
