教师如能下水与学生一同作文,不仅能从中领略到学生习作中的甘苦,利于有的放矢地对学生进行指导,做得好还能起到言传身教的示范作用。但是要写好一篇和用好一篇下水文并非一件易事。假如写得肤浅了,学生听了乏味,激发不起学生的习作兴趣;如写得高深了,学生听了又会茫然不解,只能望文兴叹,同样起不到示范的作用。即使写出了贴近学生实际的范文,要是引导不得法,也照样达不到预期的目的。有一回,我花了大气力写出了一篇质量还高的下水文,在读范文之前,对学生说这是一篇学生的习作,读完之后,我让学生就范文的优劣之处展开讨 If teachers can go to school with students, they can not only appreciate the bitterness in student assignments, but also help to give guidance to students in a targeted manner, and they can well play the exemplary role of precept and example. However, it is not an easy task to write an article and make the most of it. If you write superficial, the students listened to the boring, can not stimulate the students interest in writing; such as writing is profound, the students will be confused after hearing, only hopeless, the same can not play a role model. Even if it is written close to the students' actual examples, it still can not achieve the expected purpose if it is not allowed to be guided. Once upon a time, I spent a lot of effort to write down a very good quality of the Hydrography. Before I read Pham Van, I told my students that this is a student work. After reading, I asked the students to start the pros and cons of the Pham Van discuss