先有材料后运笔,先讲内容后谈形式的习作指导观,几乎成为老师们不可更改的教学理念。习作课堂经历创境、入境、说境、下笔、朗读、共议修改的程序更是老师们难以逾越的习作课堂模式。这种全程指导,即选材、安排材料、写作、读文、修改、誊写整个过程,长期来,很少有人进行反思。其实,全程指导中的“一写”是写什么?往往是写老师创设的情境内容,在写之前老师已让学生说过情境,也就是老师导过思路,可以说内容 The first material after the pen, talk about the contents of the first talk about the form of writing guidance, almost become the teachers can not be changed teaching philosophy. Experiencing the process of writing in the classroom experience, entry, said the environment, write down, read aloud, to discuss the revision process is insurmountable teacher classroom model. This full guide, that is, selecting material, arranging materials, writing, reading, modifying, and writing the whole process, has rarely been reflected in the long run. In fact, the entire guidance in the “write ” is to write what? Write the teacher is often created contextual content, the teacher has let the students say the situation before writing, that is, the teacher leads the way, you can say the content