写作教学既是语文课程中不可或缺的重头戏,又是令师生双方深感为难的教学课题。从某种意义上来说,阅读与写作两者之间存在着相辅相成的内在关联,既是语文知识在学用结合和知行统一方面的终极体现,也是能够真正反映学生语文素养和学习能力的硬性指标。如果把阅读说成是“输入或进口”环节的话,那么在历经大脑“储存和加工”的厚积薄发之后,写作则是“制作和输出”环节。《义务教育语文课程标准》对作文教学提出了新的更高要求,这既是一种无可退避的挑战和加压,也是对语文课程创新实践活动的无限激励和鞭策。 Writing teaching is not only an indispensable highlight in the Chinese curriculum, but also a teaching issue that makes both teachers and students feel embarrassed. In a sense, there is a complementary internal relationship between reading and writing, which is not only the ultimate manifestation of language knowledge in the combination of learning and practice, but also a hard indicator that can truly reflect students’ language literacy and learning ability. Writing can be described as “making and exporting” if you read it as an “import or export” link, after a thorough inventory of the brain’s “storage and processing.” The Compulsory Education Curriculum Standards put forward new and higher requirements for composition teaching, which is both an irresistible challenge and pressure. It is also an infinite encouragement and encouragement for the innovation and practice of Chinese curricula.