作文教学是语文教学的重点,也是难点。笔者在对作文教学现状分析的基础上,大胆尝试循环作文教学,并对学生的写作情况进行个体的定量与定性的跟进,通过分析再指导作文教学。一年多的探索与实践,为学生创建了一个相互学习、相互交流、相互借鉴、相互提高的作文学习平台;也为教师提供了一种“写作实践——阅读评价——跟进分析——评改指导——写作实践”的作文教学模式。在激活了学生的写作欲望,提高了学生写作水平的同时,也让教师的作文教学更为系统,更富实效。 Composition teaching is the focus of Chinese teaching, but also difficult. Based on the analysis of the current situation of composition teaching, the author boldly tries to revolve composition teaching and conducts individual quantitative and qualitative follow-up on students’ writing. Through analyzing and then guiding composition teaching, More than a year of exploration and practice for students to create a mutual learning, mutual exchange, learn from each other, improve each other essay learning platform; also provides a teacher “writing practice - reading evaluation - follow-up analysis - - Review Guide - Writing Practice ”writing teaching mode. While activating students’ writing desire and improving students’ writing ability, it also makes teachers’ composition teaching more systematic and more effective.