在毛笔字教学过程中,往往会出现这样一种现象:学生临帖两三年,一旦离开字帖,让他独立写字帖中没有出现的字或从未练过的字,便感到左右为难。即使勉强写出来,不是点画失态,就是结构松散。时间花费掉,练字效果却不大。如何提高小学毛笔字的教学效果呢?结合本人的实践,谈以下几方面的体会。 In the brush writing teaching process, such a phenomenon often appears: two or three years before the students, leaving the copybook, so that he did not appear in a separate copy of the word or never practiced the word will feel dilemma. Even barely written out, is not stipple, is loosely structured. Time spent, practicing Word effect is not large. How to improve the teaching effect of primary school brush words? With my practice, talk about the following aspects of experience.