語文教學(xué)經(jīng)驗交流：低效原因初探

1、語文教學(xué)經(jīng)驗交流：低效原因初探一說作文教學(xué)，語文老師們搖頭者不少。老師們都清楚作文重要，都為之付出不少心血，真正見效果的卻鳳毛麟角。究其原因，有老師的原因，也有學(xué)生的原因。老師的原因在于指導(dǎo)不得法。好多老師懶得寫下水作文，自然不知道給學(xué)生的作文命題難在哪里。不知道學(xué)生寫作哪兒受阻，卻偏偏要指導(dǎo)學(xué)生寫作，效果可想而知?！凹埳系脕斫K覺淺，絕知此事要躬行”。要理解作文該在什么地方指導(dǎo)，老師自己在學(xué)生動筆之前，先自己嘗試一下。通過寫下水作文，老師既可以了解寫作的甘苦，也可以清楚這道題目難在什么地方，為指導(dǎo)學(xué)生寫作作好充分準備，這時再去指導(dǎo)學(xué)生，肯定會有的放矢。當然一些老師不是不愿意寫下水作文，而是不會

2、寫，換句話說，自己寫出來的作文還不如學(xué)生寫的。怕寫出來惹得學(xué)生笑話。自卑心理加上惰性，使自己寫作的潛能無限期地潛伏下去，最終成了無法開采的礦藏。其實這種現(xiàn)象是很奇怪的，語文教師一方面要求學(xué)生要勤動筆，堅持寫日記，一方面自己卻很少動筆。要想讓學(xué)生勤動筆，教師自己要做表率，堅持多寫，勤和學(xué)生交流寫作心得，長此以往，不僅學(xué)生寫作水平提高，教師自己的寫作水平也會大有長進。老師指導(dǎo)作文低效的原因還在于不是基于學(xué)情作出的指導(dǎo)，而是主觀猜測、想當然地指導(dǎo)。無論教哪一屆學(xué)生，指導(dǎo)作文老是那一套，以不變應(yīng)萬變。其實不同學(xué)生遇到的寫作困惑是不同的。既要找出學(xué)生在某一次作文中犯的通病，也要找出個別學(xué)生出現(xiàn)的新問題。

3、我們習(xí)慣于滔滔不絕地解決“通病”，卻很少面對面地和個別學(xué)生單獨會話，當面指出其不足。在詳細了解學(xué)情的情況下，對學(xué)生的指導(dǎo)才是有效的，因材施教的指導(dǎo)才是高效的。當然，作文評改中，評語缺乏個性，泛泛而談，千篇一律，什么主題鮮明，詳略得當，字體工整等等。作文本不發(fā)，學(xué)生就能猜出是這類套話，這樣的點評和批改，老師自覺辛苦，其實對學(xué)生寫作不起多大作用。十次這樣的批改，不如一次面對面的具體指導(dǎo)。寫前指導(dǎo)，主要幫助學(xué)生打開思路；寫后指導(dǎo)，主要幫助學(xué)生認識不足和成功之處。無論寫前指導(dǎo)還是寫后指導(dǎo)，都要幫助學(xué)生樹立“我能寫好作文”的信心，激發(fā)學(xué)生寫作文的興趣，引導(dǎo)學(xué)生體驗寫作文的快樂。學(xué)生不會寫作文的原因是多方

4、面的，歸納起來，不外乎選材和表達不知道寫什么和怎么寫。幾乎所有的語文老師都教育學(xué)生“我手寫我心”，要從平凡小事中發(fā)掘深刻含義。然而任你三令五申，千叮嚀萬囑咐，學(xué)生仍然是我自巋然不動。從小學(xué)到初中，語文老師一再強調(diào)學(xué)生要寫有意義的事，不要寫流水賬。誰敢說這樣的教育不對呢？其實初學(xué)寫作，框框兒越少越好，不管有意義沒意義，不管流水賬不流水賬，首先得讓學(xué)生敢寫，得讓學(xué)生知道寫作文不是難事，只有敢寫，才能發(fā)展到樂意寫，只有樂意寫，才可能寫好。學(xué)生剛起步，就定了那么多框框兒，框來框去，把學(xué)生寫作的沖動悄無聲息地扼殺了。不少語文老師絲毫不覺得自己是扼殺天才的罪人，還嘆息道“現(xiàn)在的學(xué)生真笨，啥都不會寫”。愿意

5、寫是基礎(chǔ)，只要愿意寫，就會自覺地學(xué)會表達。關(guān)于表達問題，幾乎所有老師都在強調(diào)讀寫結(jié)合，強調(diào)向名家學(xué)習(xí)。其實我覺得初學(xué)寫作，最好心里怎么想就怎么寫，怎么寫出來覺得有趣，就怎么寫。告訴學(xué)生，把自己當成讀者，寫好后讀一下，自己覺得是不是有廢話，自己覺得有沒有意思。必須讓學(xué)生換位思考，自覺樹立讀者意識。寫文章就是為了交流思想，你寫出來的東西，別人看了，不是一種享受，而是一種受罪。那是在耽誤別人的時間，還不如不寫呢。平時教學(xué)中，不少學(xué)生寫作文不讓同桌或其它同學(xué)看，為什么？怕人家笑話，但不怕老師笑話。因為在老師面前自己就是個孩子，寫得幼稚些，沒什么了不起。要教育學(xué)生，寫作文一是為了抒發(fā)感情，抒發(fā)自己的喜怒

6、哀樂，二是為了交流。要讓對方清楚你想說些什么。要替對方著想。只有這樣，學(xué)生會養(yǎng)成別人知道的不寫，自己不寫別人也知道的話不寫，不該重復(fù)的地方，不要重復(fù)。在表達遇到困難的時候，他們會自覺地向名家學(xué)習(xí)，訓(xùn)練學(xué)生表達的過程應(yīng)該是先用自己的話表達，再學(xué)別人的話表達，最后超越自我，用自己的話表達。而我們平時的教學(xué)，往往是強調(diào)學(xué)習(xí)名家，在學(xué)習(xí)中常常自卑自賤，失去了自己。我認為這是一種失敗的寫作教育。作文教學(xué)長期低效催生了老師和學(xué)生的荒唐想法，總想找到作文速成的妙訣，各種作文選鋪天蓋地，各種快速作文應(yīng)運而生，編書的賣書的賺得盆滿缽滿，學(xué)生作文水平低下的頑疾，并未因此而藥到病除。不要相信所謂專家的鬼話，要堅信寫

7、作水平的提高除了多寫多練沒有其它捷徑。因此，我強烈呼吁一線教師扎扎實實地下一番功夫，用自己的努力改變一點點兒作文教學(xué)低下的現(xiàn)狀，不要做一些中聽不中用自欺欺人的“作文研究”，我們尋求高效寫作課堂，但我們不要教學(xué)生用模式作文，模式多了，學(xué)生的靈性就少了；框框多了，學(xué)生的話就少了。用我們的智慧喚醒學(xué)生的智慧，用我們自己的寫作樂趣感染學(xué)生，讓學(xué)生真正愛上寫作，這應(yīng)該成為廣大語文教師的理想。qcwa3ptgz7r4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgshls50clmtwn60eo8wgqv7xav2ohum32wgeauwydiawgmer

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