本人一直从事小学高年级的语文教学工作,窃以为:学生习作水平,是学生语文素养的综合体现。所以一直在高年级习作教学方面,不断进行着尝试。针对高年级学生下笔无物、语言贫乏、主次不分、选材空洞、缺乏灵性等现状,谈谈自己的一些做法。一、巧妇难为无米之炊,给孩子足够的“米”让学生成为习作的“主人”1.日积月累,润“作”无声每天的晨会课,我一直抽出一半的时间给学生朗读美文或让学生互相交流欣赏美文。从 I have been engaged in the teaching of Chinese in the upper grades of primary school, stole: the level of student work is a comprehensive manifestation of the students’ Chinese attainments. So I have been experimenting with the teaching of senior grades. For high school students to write nothing, the language is poor, primary and secondary distinction, material selection hole, the lack of spirituality, talk about some of their own practices. First, the clever woman without straw, give the child enough “m ” Let the students become the “master ” 1. Over time, run "silent Every morning morning class, I have been out of half the time to Students reading the American language or let the students communicate with each other to enjoy the beautiful. From