语文科是具有较强思想性的工具学科。 语文教师应该时刻注意把语文的工具教学和语文的思想教育结合起来。 一般情况下,在讲读教学中,语文教师是不会忘记利用选文本身思想内容好的条件,根据学科的特点,在教学过程中对学生进行潜移默化的思想教育的。但是,在作为语文教学重要组成部分的写作教学中如何把作文训练和思想教育结合起来,则常常被忽视。 近两个学期来,我曾尝试过通过和学生“笔谈”,在作文教学中进行一些思想教育。 这里所说的“笔谈”,是就学生作文中流露出来的思想方面的问题,或磋商或引导或指点,进行因人因文而异的交流。这种作法跟重在订正错别字、改正语病、评析结构等等不同,是“重谈轻 Language is a strong ideological tools subject. Chinese teachers should always pay attention to the teaching of Chinese tools and ideological education in the language together. Under normal circumstances, in reading teaching, Chinese teachers will not forget to use the text of the ideological content of their own good conditions, according to the characteristics of the discipline, in the process of teaching students imperceptible ideological education. However, how to combine essay training and ideological education in writing teaching as an important part of Chinese teaching is often neglected. In the past two semesters, I have tried to conduct some ideological education in composition teaching through “writing” with students. Speaking here, “written discussion” refers to the ideological issues that are revealed in the composition of a student, or through consultation or guidance or instruction, and through personal and cultural differences. This approach focuses on the correct typos, correct language illness, the structure of evaluation and so different, is "to talk about the light