對於小學生的作文教學，有一點粗淺之見：

老師在教的時候，可以先問，同學們，你們會觀察嗎？有人一定想，觀察不就是睜大眼睛看嗎？並非這樣，同樣是用眼睛看，有的人，看得模模糊糊，而有的人，卻能看出門道，看出不同的實質。比如：

這一位先生，具有醫務工作者的風度，但卻是一副軍人氣概。那麼，顯見他是個軍醫。他是剛從熱帶回來，因為他臉色黝黑，但是，從他手腕的面板黑白分明看來，這並不是他原來的膚色。他面容憔悴，這就清楚地說明他是久病初愈而又歷盡了艱苦。他左臂受過傷，現在動作品來還有些僵硬不便。試問，一個英國的軍醫在熱帶地方歷盡艱苦，並且臂部負過傷，這能在什麼地方呢？自然只有在阿富汗了。

“我隔著一條街就看見這個人手背上刺著一隻藍色大錨，這是海員的特徵。況且他的舉止又頗有軍人品概，留著軍人式的絡腮鬍子；因此，我們就可以說，他是個海軍陸戰隊員。他的態度有些自高自大，而且帶有一些發號施令的神氣。你一定也看到他那副昂首揮杖的姿態了吧。從他的外表上看來，他又是一個既穩健而又莊重的中年人——所以根據這些情況，我就相信他當過軍曹。”

（節選自《福爾摩斯探案全集》）

我們看看，大偵探福爾摩斯就有一雙和別人不同的眼睛，他能敏銳地看到大多數人所看不到的東西，並能從觀察到的內容當中，推斷出這個人的身份、職業、愛好、特長等等。怎麼樣，夠專業夠強大吧！

因此,我們在觀察的時候,一定要帶著一雙善於發現的眼睛,從表面上的現象,看到裡面的實質。當看到一位同學垂頭喪氣站在隊裡的時候,我們要去想一想,他為什麼會出現這樣的表情和神態,是受到了老師的批評,還是同學的嘲諷?當看到一位在大街上乞討的年輕人,我們也要在心裡揣摩一下,這位年輕人為什麼不去打工不去找工作,而要用這種方式向人們獲取同情心呢?當看到校園裡那位校工在不停地為花圃裡的花朵澆水時,我們也要去想一下,他的工作這樣辛苦,心裡是怎麼想的,他在校園裡呆了這麼久,身上有沒有故事呢?

當你能在用眼睛看到之後還用心思考一番,那麼恭喜你,擁有寫作文的基本功了。

All of us write for particular purpose, and writing is one of those basic skills for everybody. It frustrates us that many of them are test-oriented. We can’t write a successful article without any technique. So, a communicative approach to writing is crucial. If students are applied to this approach, students can be motivated by authentic writing tasks which may contain some communicative elements, and some classroom writing activities that can be designed between “writing for learning” and “writing for communication”. However, deficiencies in existing textbooks and in classroom teaching are unavoidable, new English teachers can’t perform perfectly in every class. They may mainly focus on accuracy, no sense of audience, and are designed to practise a certain target structures. It is common of a new English teacher for not giving students the chance for creative writing, particularly for expressing unusual or original ideas.

One of the most important part in writing class is to provide guidance to the students when they are writing. The main procedures of process writing may include: creating a motivation to write, brainstorming, mapping, free writing, outlining, drafting, editing, revising, proofreading, and conferencing (publishing). During this process, students should create a clear purpose or a reason to write. Then, they think freely and put down all possible ideas that come to their minds and select those useful ideas in their writing. Next, they are acquired to see how these ideas can be put together in a coherent or logical way to present the topic well. They are usually given 10 to 15 minutes to start writing freely. Then, they need to write a more detailed outline. It needs not be fixed, and can be changed whenever they have any other better ideas. The first draft needs be given enough time to write. After drafting, the students should read through their writings and check the clarity of ideas or the logical development of their writings. When their writings are finished, proper guidance from teachers is required. To make necessary improvements in both organization and contents, teachers can underline those problematic items and leave them for the students to do the correction themselves. Last but not least, there can be a class conference to talk about the main problems and features of good writings. A systematical teaching procedures is much significant for every teacher.

寫作教學如何因材施教，要充分考慮以下幾個因素：

1.瞭解學生的語言表達基礎。要研究學生，瞭解學生的語言表達基礎，找準學生表達的起點。

2.尊重個性差異。每個學生都是一個獨立的個體，尊重不同的寫作表達風格。

3.鼓勵賞識。鼓勵學生樂於表達，營造樂於分享自己習作的氛圍。

4.立足學生年齡特徵。寫作教學方法，寫作教學設計，要符合學生年齡的認知規律。

5.習作選題貼近生活。習作訓練時，選題要緊緊圍繞學生的生活經歷，讓學生有話可說，有內容可寫。