习作(作文)是语文教学的重要组成部分,同时又是学生书面表达能力的具体表现。如何用多样化的方式激发学生写作的兴趣,积极提高学生书面表达的能力,这的确是语文教师需要探讨的一个重要课题。一、以课文后的“小练笔”习作实践,丰富单元作文内容低、中、高年级语文课节,随年级增高显著减少,仅靠两周一次的课堂“大作文”训练,是难以完成单元作文训练要求的。单元作文命题或半命题,侧重于单元范文中写作方法的尝试运用。而 Writing (composition) is an important part of Chinese teaching, but also a concrete manifestation of students’ written expression ability. How to arouse students ’interest in writing in a diversified way and improve students’ ability of writing in a positive way is indeed an important topic that Chinese teachers need to explore. First, to the text after the “practice pen” practice practice, enrich the unit composition content is low, middle and upper grades of language lesson, with the grade increased significantly reduced, relying only on the classroom twice a week It is difficult to complete unit writing training requirements. Unit composition proposition or semi-proposition, focusing on the unit Pham Van writing methods try to use. and