在语文教学中,我们都认识到学生的能力有差异,认识到班级学生能力发展的不平衡性,特别是同一班同学的作文水平存在很大的差异。要使这样一支水平参差不齐的学习队伍在同一个班级、同一个教师教学下进行学习,得到各自最大的发展,途径只有一条:教师因材施教,学生各取所需。作文教学有三导:作前向导,明确方向、酝酿情感;作中辅导,解疑化难、点拨方法;作后指导,讲评批改。作文区别化教学的实施贯穿于作文教学的整个过程,在面向全体 In Chinese teaching, we all recognize that there are differences in students ’abilities, recognize the imbalance in the development of students’ abilities, and especially in the composition of the same class of students. To make such a level of uneven learning team in the same class, the same teacher teaching to learn, get their own maximum development, there is only one way: teachers teach students according to their aptitude, students take what they need. Composition teaching has three directions: as a guide before, a clear direction, brewing emotions; for counseling, resolve the difficult, point method; for post-guide, comment criticism. The implementation of composition differentiation teaching runs through the whole process of composition teaching, facing the whole