一教师先作,同体裁不同题目。教师引进门,作文靠个人。在教完高中一个杂文单元之后,我要求学生写一篇杂文。学生虽然对杂文有所了解,但无从下手。我针对班上90％的近视眼,写了杂文《听到这种“福音”的时候》(刊载《昆明晚报》)。主要是说天天传来各种治疗近视的“福音”,并非真正“福音”,相反,正反映了问题的严重。只有各界重视,预防为主,青少年近视发病率下降,才是真正的“福音”。此文谈的是学生切身问题,所以震动较大。我又 A teacher works first, with different genres. Teachers introduced the door and the composition relied on individuals. After teaching a high school essay unit, I asked students to write an essay. Although students have some knowledge of essays, they cannot start with. I wrote an essay “When I heard this Gospel” for 90% of the myopic eyes in the class (“Kunming Evening News” was published). The main point is that the various “gospels” that are used to treat myopia every day are not really “gospels.” Instead, they reflect the seriousness of the problem. Only the attention of all sectors, prevention, and the decline in the incidence of adolescent myopia, is the real “gospel.” This article is about the student’s immediate problem, so the shock is greater. I again