主持一场青年教师“教学写作”的现场比赛活动,内容是听一堂作文课,听后当场限时写一则有叙有议的教学笔记。结果不太理想,评委们认为没有几篇写得好。参赛者反映:真不知道该选哪个片断来写,只是为了选择写什么就花了不少时间。有的还说,自以为选好了,但写着写着又觉得不妥,只好再另起炉灶。这样,大家便强烈要求我说说如何捕捉叙事素材。我当然也听了这堂课,便就自己的听课笔记,叙述并分析了其中的一个教学片断: Presided over a young teacher “teaching writing ” live competition activities, content is to listen to a composition class, listen to a limited time on the spot to write a narrative teaching notes. The result is not very satisfactory, the judges think that few articles well written. The contestants said: I really do not know which piece to choose to write, just to choose what to write took a lot of time. Some even said that they thought they had chosen it, but they did not think it was proper to read and write. In this way, everyone strongly urged me to talk about how to capture narrative material. Of course, after listening to this lecture, I narrated and analyzed one of the teaching pieces about my lecture notes: