传统的作文教学,教师非常重视作前指导这一环节,从审题立意到谋篇布局逐一指导,甚至连个别“精彩词句”都预设好了。在这样的苦心指导下,学生的习作条理清晰、语句通顺,教师省去了许多批改之苦,陶醉于虚假的成功之中。但学生一旦失去指导,就觉得笔有千斤重,作文能力提高缓慢。笔者认为我们应关注的重点是学生习作能力的获得过程,关注学生在习作过程中深刻、充实、探究性的经历和体验,体验丰富而完整的习作过程。只有在学生体验探索的基础上,指导才 The traditional teaching of composition, the teacher attaches great importance to the pre-guide this link, from the trial of the idea to find one by one guide the layout of the layout, and even individual “wonderful words ” are pre-set. Under the guidance of such painstaking efforts, the students’ working rules are clear and the sentences are fluent. Teachers have saved many bitter criticisms and revel in their false successes. However, once a student loses his guidance, he feels that he has a heavy load on his pen and slows down his writing ability. The author believes that we should pay attention to the acquisition process of students ’abilities of writing, pay attention to the students’ deep, full and exploratory experiences and experiences in the process of writing, and experience the rich and complete process of writing. Only in the exploration of the basis of student experience, guidance