通过一年多的观察发现,三四年级学生在阅读中已能很清楚地找出人物的一些描写方法:动作描写、语言描写、心理描写、神态描写等,可是笔者在看他们作文时却没发现把这些方法用进去,文章给人的感觉是第三人称的转述,显得与读者的距离远又不生动。究其原因是学生没有把读与写结合起来,看归看,写归写。这种脱节的思想,作为教师得引导过来。让学生明白读书,特别是语文书中的例文,要注重文本的表达,关注它的语用价值。本文就以一个课例过程来阐述这个模式:阅读中让学生关注人物描写,在教师指导下练习人物描写,引导学生 Through more than a year of observation, it has been found that in the third and fourth grade, students have been able to clearly find out some description methods of characters in their reading: motion description, language description, psychological description, demeanor description, etc. But when I read their composition, I did not Found that the use of these methods, the article gives the impression that the third person referred to, it seems far away from the reader with vivid. The reason is that students did not read and write together, look back, write to write. This disjointed idea is guided as a teacher. Allow students to understand reading, especially in the language book of examples, pay attention to the expression of the text, pay attention to its pragmatic value. This article will use a lesson process to illustrate this model: reading students to pay attention to the description of the characters, under the guidance of teachers practice character description, guide students