在教师角色转变的基础上，更要加强学生之间的合作学习。目前的写作教学局限

On the basis of the transformation of the role of teachers, it is necessary to strengthen cooperative learning among students. The current writing teaching is limited to the classroom, and middle school students' writing is often concentrated in a closed space, which is not conducive to the development of cooperation and exchange activities in teaching, especially in terms of opening up students' writing ideas and stimulating students' sentiment. At the same time, it is not conducive to sharing one's own work with others to get the joy and fun of writing success. In the process of students' cooperative learning and mutual communication, they can not only learn from the experience of others in writing to make up for their own shortcomings, but also generate collisions of ideas in the communication, wipe out sparks of inspiration, and inject fresh blood into writing.

On the basis of the change of teacher's role, we should strengthen the cooperative learning among students. At present, writing teaching is limited to the classroom, middle school students writing is often concentrated in a closed space, which is not conducive to cooperation and exchange activities in teaching, especially in the development of students' writing ideas, stimulate students' feelings and other aspects of restrictions. At the same time, it is not conducive to sharing their own works with others, to obtain the joy and pleasure of writing success. In the process of students' cooperative learning and mutual communication, we can not only draw on the experience of others in writing to make up for our shortcomings, but also produce the collision of ideas in the exchange, wipe out the spark of inspiration, and inject fresh blood into the writing.

On the basis of changing the role of teachers, we should strengthen the cooperative learning among students. At present, the teaching of writing is limited in the classroom, and middle school students' writing is often concentrated in a closed space, which is not conducive to the development of cooperation and communication activities in teaching, especially in developing students' writing ideas and stimulating students' feelings. At the same time, it is not conducive to the joy and pleasure of writing success by sharing their works with others. In the process of cooperative learning and mutual communication, students can not only learn from other people's writing experience to make up for their own shortcomings, but also produce the collision of ideas in the communication, wipe out the spark of inspiration, and inject fresh blood into writing.<br>