传统的作文教学大致按照这样的流程:教师指导——学生写作——教师批改——教师讲评。教师活动明显高于学生,不利于调动学生的写作积极性,不利于提高学生的写作能力。我们知道,小学作文就是把看到的、听到的、想到的内容和亲身经历的事情,经过自己的构思和组织,用恰当的语言文字表达出来。然而这个看似简单的目标困扰着广大教师和学生,不少教师在作文教学时,不管学生有无写作的需要,有无表达的愿望,都让他们“奉命”写作,作文自然成了学生的 The traditional composition of teaching generally follows this process: teacher guidance - student writing - teacher correction - teacher comment. Teacher activities were significantly higher than the students, is not conducive to mobilizing students ’writing enthusiasm, is not conducive to improving students’ writing ability. We know that primary school essay expresses what we see, hear, think about and experience firsthand through our own ideas and organization, and in proper language. However, this seemingly simple goal plagued the majority of teachers and students. Many teachers, regardless of the need of writing and the desire to express themselves, let their students compose their essays and become essays when writing essay. student’s