缘起:习作与阅读教学的踟蹰并行小学教学中,习作是学生进行语文素质和能力训练的主要途径之一。不过每周仅有两节习作课,难以保证学生扎实习得习作方法技能的时间需要,习作整体水平不高,多数孩子体会不到习作带来的成功的快乐,每次习作对很多学生来说成为一座难以逾越的大山。阅读教学则是语文课程中的重头戏,肩负实现语文学科工具性和人文性的重任。多年教学的认识和惯性使然,老师常常以“阅读”来构建课堂,把大量的时间用来钻研教材、理解词句,从中“有 Origins: In the parallel teaching of reading and writing, the practice is one of the main ways for the students to train their language qualities and abilities. However, there are only two classes per week, which make it difficult to ensure that students acquire a solid grounding in the time required for methodological skills. The overall level of assignments is not high. Most children do not experience the joy of success of the exercises. For each student, for many students Become an insurmountable mountain. Reading teaching is the highlight of the Chinese curriculum, shouldering the responsibility of realizing the instrumental and humanistic features of the Chinese subject. Many years of teaching knowledge and inertia, teachers often use ”reading “ to build the classroom, a lot of time used to study textbooks, understand the words, from which ”