两年多来,我们对命题作文的“命题——指导——拟作——讲评”的四个基本环节进行了一些探讨和研究,认为过去的教学步骤有一定弊病。其一,这四个环节中的拟作与讲评扣得不紧,周期过长。一次作文,从学生完稿,教师批改到讲评作文,期间相隔少则一周,多则半月。在相隔如此长的时间后进行讲评作文,学生此时对原来的写作思路,已忘之八、九,无法辨析自己写作思路的正确与否,只能师云亦云。另外,学生写作已是既成事实,才去评头论足,虽然意见正确,也无法更正。其二,在指导环节中,教师的随意性很大,往往忽视了“读”与“写”的关系。教学中,教师的指导往往只注意对本次作文的中心、范 In the past two years, we have made some discussions and researches on the four basic aspects of “proposition-guidance-preparation-commenting” of the proposition writing, and we think there are some shortcomings in past teaching steps. First, the four links in the proposed to be made and comment not tight, long cycle. A composition, completed from the students, teachers to comment on essay changes, during the period of less than a week, as many as half a month. In such a long time after the commentary essay, the students at this time on the original writing ideas, has forgotten eight or nine, can not tell the correctness of their own writing ideas can only be true. In addition, student writing is a fait accompli before it can be remembered. Although the views are correct, it can not be rectified. Second, in the instructional process, teachers are highly arbitrary and often neglect the relationship between “reading” and “writing.” Teaching, the teacher's guidance often only pay attention to the center of this essay, Fan