初探学生资源薄弱班级的写作教学策略──回顾与反思我在七年级五班的写作教学改革（A review of the teaching strategies for writing classes for students with weak resources review and Reflection on writing teaching reform in class seven, grade five）.docVIP

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初探学生资源薄弱班级的写作教学策略──回顾与反思我在七年级五班的写作教学改革（A review of the teaching strategies for writing classes for students with weak resources review and Reflection on writing teaching reform in class seven, grade five）.doc

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初探学生资源薄弱班级的写作教学策略──回顾与反思我在七年级五班的写作教学改革（A review of the teaching strategies for writing classes for students with weak resources review and Reflection on writing teaching reform in class seven, grade five） A review of the teaching strategies for writing classes for students with weak resources: review and Reflection on writing teaching reform in class seven, grade five Luzhou Lantian middle school students micro topic resources weak class writing teaching strategy research project group First, the reality of student resources Just graduated from the graduating class, and ushered in a new session of the students. The school where the author teaches is located in the urban and rural fringe. Because of the various factors, the top grade primary school graduates are almost attracted by the city schools. After the freshman registration, the school is arranged according to the new resource level. Class 5 and class 07, which are taught by the author, belong to third levels of class - students with weak resources. There are 40 new students in the class. From rural ordinary peasant family and from Lantian town unemployed or unemployed children. The average degree of parents receiving education is very low, the highest educational level is junior high school graduation. The economic situation is generally poor, and the childrens learning concern is widespread. According to the teacher in charge statistics, the class students graduated from primary school language achievement per capita is only 58 points, a maximum score of 74 points, a minimum score of 46 points. Through the first week of the school contact, found that the class students language learning attitude casually, habits are bad, leave the teacher, do not know where to start. Many of the students writing disorder, there is a lot of wrongly written or mispronounced characters, students, their name is misspelled two words. Both oral and written communication skills are weak, especially in written language. Many peoples