在对教材习作板块教学进行研修的过程中,我发现教师在习作指导环节出现了一个共性问题,即普遍重视对例文写法的解构,忽视了帮助学生对自己习作取材(写什么)、立意(为什么写)、构思(怎样写)的建构。如一位教师指导学生写动物(苏教版五上习作2)时是这样设计的:1.激趣导入,揭示课题(1)今天,老师给大家带来了一份礼物。(出示动物图片。生欣赏。)(2)看到这些图片,你想说些什么?(3)是的,动物是我们人类 During the process of teaching material plate teaching, I found that teachers have a common problem in the process of instructional writing, that is, they generally attach importance to the deconstruction of the written language, neglect to help students draw material (write what) and conception (why Write), the idea of ​​(how to write) the construction. Such as a teacher to guide students to write animals (Sujiao version 5 on the exercise 2) is designed like this: 1. Willing to import, reveal the subject (1) Today, the teacher brought a gift to everyone. (Show animal pictures.) (2) What do you want to say when you see these pictures? (3) Yes, the animals are human beings