【文章內(nèi)容簡介】 entary student39。s writing ability, not happen overnight, but need through longterm guidance and practice, through the strengthening of all aspects of , I according to the above mentioned the current situation of primary school Chinese writing teaching gives some targeted writing teaching select appropriate to the students not period of students39。 cognitive characteristics, degree of guides them to choose the appropriate as in the first period of junior students can choose some qianjin of phonetic readings, “l(fā)ight” is obvious, the student can read.“Almost” is close to the actual student life, easy to use life experience help students as: guide students to read fairy tales, fables, stories, folk songs and nursery rhymes, poetry, the second period of the students at the intermediate can read some narrative articles, good and beauty of language poetry and interesting children39。s the third period of senior student besides reading narrative works, good poems, but also read some works of literature, science and technology appropriately, simple and easy writings in classical style to develop argumentative facilitating students use their existing knowledge and life experience to read, to be able to read there is harvest, the harvest will have the pleasure of success, will naturally have a strong interest in carry out various forms of reading students39。 interest in reading, but some forms of reading activities, reading can be used to read, say, in a play, draw a picture, sing a sing, pare, such as form, inspire students39。 reading interest。Or use modern teaching means, let the student to appreciate beauty, feel the beautiful image, stimulate students39。 desire, make reading enjoyment and pleasing to the eye, bee the student stage of can be to develop the lecture of reading, reading contest, stories, debate, speed reading petition, reading notes and exhibition, etc., the individual, group, class39。s and grade39。s reading activities organically, to let the students improve their reading interest in rich and colorful encourage students to accumulate article must have some places are worth us to learn, much in the daily teaching elementary school language teacher encourage students to recite and memory, and extract more beautiful sentences and words, pay attention to the master for some writing methods, improve the students39。 writing ability in the allows students to prepare a quotations, will be encountered in the daily learning the more beautiful the splendid alliteration, metaphor sentences copied down, can also be wonderful paragraphs in the article or the vivid poems from down, because extract this easy to carry, can be encountered in beautiful words from down, also can open at any time to read and recite only accumulate enough knowledge of the language, master the basic theory of literature and beautiful words, the students39。 literacy to improve, to at the time of writing something to write, feeling have a way of thinking, to gradually improve the students39。 writing interest and a word, the nationwide implementation of curriculum reform under the background of, primary school Chinese teachers must pay attention to the teaching method of writing, and cultivate the students with writing primary school students in writing must have the following abilities: in a given subject and limited number of words in detail and time, primary school students can read the title on the basis of their experience and ideas, can write word limit within the prescribed period of time with her true , it is really difficult to achieve the above regulations and need elementary school language teacher guidance to correct writing teaching school Chinese writing teaching present situation and the countermeasures第三篇：初中英語教師教學設計能力現(xiàn)狀及對策初中英語教師教學設計能力現(xiàn)狀及對策一、初中英語教師教學設計能力現(xiàn)狀（一）對教案重要性認識不足從目前我國初中英語教學現(xiàn)狀來看，多數(shù)初中英語教師對教學設計并沒有足夠的認識，初中英語教師往往認為教學設計就是撰寫教案，或許一些教師明白教案不能與教學設計劃等號，但是也無法從中總結(jié)出二者之間存在何種差異。從教學來說，教學設計是一個具有動態(tài)效果的過程，而教案知識組成教學設計中的一部分。另外在初中英語教學之中，很多教師都是通過教學大綱進行課堂教學，并沒有針對教學進行有效備課，也沒有充分考慮到學生的英語實際學習情況。甚至一些教師只是在需要是才進行教案的撰寫，例如公開課以及評優(yōu)課等于自身利益掛鉤的情況下，在日常教學之中，拿著書本進教室的現(xiàn)象常有發(fā)生。對教學設計認識嚴重不足是目前我國初中英語教師的現(xiàn)狀。（二）對設計教學活動的重視程度不足在初中英語教學之中，培養(yǎng)學生對英語的運用能力是非常重要的。目前我國初中英語教師在設計教學之中，對聽力的教學設計能有有效幫助初中學生熟悉對話，并且通過聽說的方式對文中的語言特點進行教學。在口語教學的設計中，注重通過促使學生參與到對話而為學生提供鍛煉英語表達的能力。在閱讀教學的設計中，教師能有效的對學生的閱讀能力進行培養(yǎng)，并且在寫作教學之中，會通過將一些有助于學生學習的觀點納入到寫作范圍之內(nèi)，并且注重對學生的英語寫作方法進行開發(fā)。但是也有很大一部分初中英語教師認為在英語閱讀的教學設計之中，就是應當做到如何提高學生對