当前，学生普遍存在着“习作焦虑症”。本文从当前学生习作教学存在的问题及

当前，学生普遍存在着“习作焦虑症”。本文从当前学生习作教学存在的问题及应对的策略两个大的方面对课堂习作教学进行深层的剖释。新课程实施中，小学习作教学所存在的问题不容回避。主要表现为：小学生习作兴趣不高，习作时感到没有材料可写，“虚假习作”比较普遍，习作量相对偏少。基于对小学习作教学的调查研究，我们提出：习作教学要重视对习作活动的主体一一学生的研究，要尽量激发学生习作的情感；要引导学生关注现实生活，学会发掘、积累习作素材；要减少命题等对习作的束缚，明确文学作品和小学生习作的区别，强调习作内容的真实性；要通过各种形式的小练笔增加习作量是解决当前习作教学问题的有效策略。我们在阅读教学中，可以让学生练一个片断，或仿写、续写、改写、扩写、写读后感；同时提倡通过周记，写自己的发现，写生活中的事物，写脑子中偶尔蹦出的灵感。各种形成的练笔，促进学生习作水平的提高。

当前，学生普遍存在着“习作焦虑症”。 本文从当前学生习作教学存在的问题及应对的策略两个大的方面对课堂习作教学进行深层的剖释。 新课程实施中，小学习作教学所存在的问题不容回避。 主要表现为：小学生习作兴趣不高，习作时感到没有材料可写，“虚假习作”比较普遍，习作量相对偏少。 基于对小学习作教学的调查研究，我们提出：习作教学要重视对习作活动的主体一一学生的研究，要尽量激发学生习作的情感；要引导学生关注现实生活，学会发掘、积累习作素材；要减少命题等对习作的束缚，明确文学作品和小学生习作的区别，强调习作内容的真实性；要通过各种形式的小练笔增加习作量是解决当前习作教学问题的有效策略。 我们在阅读教学中，可以让学生练一个片断，或仿写、续写、改写、扩写、写读后感；同时提倡通过周记，写自己的发现，写生活中的事物，写脑子中偶尔蹦出的灵感。 各种形成的练笔，促进学生习作水平的提高。

At present, the students generally have "writing anxiety". This paper makes a deep analysis of the problems existing in the teaching of students' writing and the corresponding strategies. In the implementation of the new curriculum, the problems existing in the teaching of primary school exercises can not be avoided. The main performance is: Primary School Students' interest in writing is not high, they feel that there is no material to write when they do their homework, "false work" is relatively common, and the amount of work is relatively small. Based on the investigation and research of primary school work teaching, we put forward: the exercise teaching should attach importance to the study of the students, the main body of the exercise activities, and try to stimulate the students' emotion in the exercise; we should guide the students to pay attention to the real life, learn to explore and accumulate the materials for the exercises; we should reduce the restrictions on the exercises, clarify the differences between the literary works and the primary school students' works, and emphasize the contents of the exercises It is an effective strategy to solve the current problem of composition teaching to increase the amount of writing through various forms of small practice. In the teaching of reading, we can let students practice a piece, or imitate, continue, rewrite, enlarge and write the postscript; at the same time, we advocate to write their own discoveries, write about things in life, and write about the inspiration that occasionally comes out of their minds. Various forms of writing practice can promote the improvement of students' writing level.<br>