【正文】 學(xué)生可以解讀題目并依據(jù)自己親身經(jīng)歷進(jìn)行構(gòu)思，可以在規(guī)定的時(shí)間內(nèi)寫出限定字?jǐn)?shù)的具有自己真實(shí)感情的文章。小學(xué)語文寫作教學(xué)現(xiàn)狀及對(duì)策探究Writing teaching is a very important task in the primary school Chinese teaching, Chinese teachers in the daily teaching must pay attention to the cultivation of student39。s main body status, training students39。 age characteristics decided to writing is school Chinese teachers in the process of writing teaching, must pay attention to the elementary student39。s own personality and write the content of empty, so it caused the problems in the elementary school students writing, let the students gradually lost the passion for the Chinese writing, make the Chinese writing teaching will not be able to develop students writing primary school Chinese teachers in daily teaching, influenced by traditional teaching ideas, just according to the curriculum standard to teach students knowledge, rigid pedantic dull to the implementation of the important to the interpretation of language teaching material in Chinese language teaching much more special, the most of the time for this, and for Chinese writing teaching for special little time, leads the student writing practice is very is a kind of prehensive ability, therefore, the primary school Chinese teachers must develop students39。t put these good articles linked with the students39。t work, makes it difficult to the students39。t improve the situation, students will only writing as a burden, not to mention enough interest and enthusiasm, to the teacher and not by the famous masterpiece of some beautiful language textbooks to improve students39。s writing ability promotion is very on primary school Chinese writing teaching methods If you want to improve the elementary student39。 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。 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。Or use modern teaching means, let the student to appreciate beauty, feel the beautiful image, stimulate students39。s and grade39。 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。 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(xué)設(shè)計(jì)能力現(xiàn)狀及對(duì)策初中英語教師教學(xué)設(shè)計(jì)能力現(xiàn)狀及對(duì)策一、初中英語教師教學(xué)設(shè)計(jì)能力現(xiàn)狀（一）對(duì)教案重要性認(rèn)識(shí)不足從目前我國初中英語教學(xué)現(xiàn)狀來看，多數(shù)初中英語教師對(duì)教學(xué)設(shè)計(jì)并沒有足夠的認(rèn)識(shí)，初中英語教師往往認(rèn)為教學(xué)設(shè)計(jì)就是撰寫教案，或許一些教師明白教案不能與教學(xué)設(shè)計(jì)劃等號(hào)，但是也無法從中總結(jié)出二者之間存在何種差異。另外在初中英語教學(xué)之中，很多教師都是通過教學(xué)大綱進(jìn)行課堂教學(xué)，并沒有針對(duì)教學(xué)進(jìn)行有效備課，也沒有充分考慮到學(xué)生的英語實(shí)際學(xué)習(xí)情況。對(duì)教學(xué)設(shè)計(jì)認(rèn)識(shí)嚴(yán)重不足是目前我國初中英語教師的現(xiàn)狀。目前我國初中英語教師在設(shè)計(jì)教學(xué)之中，對(duì)聽力的教學(xué)設(shè)計(jì)能有有效幫助初中學(xué)生熟悉對(duì)話，并且通過聽說的方式對(duì)文中的語言特點(diǎn)進(jìn)行教學(xué)。在閱讀教學(xué)的設(shè)計(jì)中，教師能有效的對(duì)學(xué)生的閱讀能力進(jìn)行培養(yǎng)，并且在寫作教學(xué)之中，會(huì)通過將一些有助于學(xué)生學(xué)習(xí)的觀點(diǎn)納入到寫作范圍之內(nèi)，并且注重對(duì)學(xué)生的英語寫作方法進(jìn)行開發(fā)。并不注重通過對(duì)教學(xué)設(shè)計(jì)二提升學(xué)生的閱讀能力以及對(duì)情感態(tài)度的認(rèn)識(shí)。（三）分析學(xué)生的能力不足當(dāng)前我國初中英語教師基本上對(duì)英語學(xué)習(xí)能力的影響因素有一定程度的了解，同時(shí)也對(duì)學(xué)習(xí)英語的動(dòng)力以及學(xué)習(xí)習(xí)慣有著一定的掌握。二、初中英語教師設(shè)計(jì)教學(xué)能力的對(duì)策（一）強(qiáng)化初中英語教師的教學(xué)設(shè)計(jì)理論理論是實(shí)踐的指導(dǎo)，實(shí)踐是對(duì)理論的檢驗(yàn)。而作為學(xué)校應(yīng)當(dāng)充分配合對(duì)初中英