“放导结合”是指在教师指导下的开放式教学。在习作教学中，它以语文知识教学为载体,以听、说、读、写等语文实践为手段,通过创造一个生动、开放的教学环境提供给学生充分发展的空间,从而促进学生在积极主动的探索实践中提升表达能力，提高语文素养。本文以统编版小学语文教材的“习作单元”为研究主题，以北京市J学校三、四、五年级的336名学生和37位语文教师为研究对象，采取了调研法、随堂观察法、分析法等综合研究方法，对如何在“放导结合”理念下进一步提升J学校小学习作的教学质量提出了策略建议。

文章的第一部分为绪论，主要交代了本研究的研究背景、研究意义，以及本研究的核心概念界定，为后续的实践研究做好了基础性的铺垫。

文章的第二部分为文献综述，主要对相关领域内的国内外的前人研究做了梳理，分析了统编版语文教材的规律和特点所在。

本文的第三部分为对研究内容和研究设计的详述。主要陈述了本研究开展的场所、接受调研的对象和研究所用的方法，对调研问卷进行了图表制作，直观地呈现了调研的结果，并对调研数据进行了详细的分析。

文章的第四部分对是对研究结果的详细论述，是全文的重点所在：

第一节首先对J小学当前中高段习作教学的现状做出了评析。主要从教师和学生两个角度总结了J学校当前习作教学透露出的问题所在。从教学层面来看，J学校教师对统编教材的全局认识不足，教学形式也过于书面化，评价反馈机制单一，总体上“放胆”不足，“小心”有余。从学习层面来看，J学校学生还存在习作兴趣不足、写作依赖心理强、观察能力有待提高等问题。进而，本文提出了教师要加强单元整体意识、灵活运用教学方法和准确把握学情变化的要求，以序列化教学、多样化教学、差异化教学为目标为J学校实现“放导结合”式的习作指导提出了具体的实践建议。

第二节提出了完整的“放导结合”式习作教学全过程策略。通过流程概念图的形式对如何用“放导结合”理念贯穿教学全过程进行了综述，并分别从作前、作中、作后三个阶段详细论述了每个环节应该如何使用放导结合策略。

第三节对“放导结合”式习作教学的实施效果进行了分析。对于“放导结合”式作前准备策略，主要从“观察习惯的培养”和“读者意识的培养”两个角度进行了效果分析；对于“放导结合”式作中引导策略，主要从“发散想象”和 先“说”后“写”两个角度评价了实施效果；对于“放导结合”式作后评价的效果分析，主要从“生生互评”和“交流展示”两个角度进行了效果评价。每个环节的评价都紧密结合了学生的习作案例。

第四节用“放导结合”式的教学理念对统编版小学语文三年级下册的《奇妙的想象》习作单元做出了具体的教学设计。这一教学设计从整体理解教材编排意图、如何实施具体教学环节和用多样形式强化教学评价反馈做出了示范，希望为J学校的习作教学设计提供具体的实践参考。

文章的第五部分为结论部分。这一章主要对前文中所提出的研究问题进行了总结回答，并主要从研究对象的充分性、研究工具的科学性和策略建议的实用性角度对全文进行了进一步的反思，以便为未来研究打下更坚实的基础。

The "combination of release and guidance" refers to open teaching under the guidance of the teacher. In the teaching of composition, it takes the teaching of language knowledge as the carrier and the practice of listening, speaking, reading and writing as the means to provide students with space for full development by creating a lively and open teaching environment, thus promoting students' ability to express themselves and improve their language literacy in active exploration and practice. In this paper, 336 students and 37 language teachers from Grades 3, 4 and 5 in Beijing J School were used as the research subjects. "The first part of the article is an introduction.

The first part of the article is the introduction, which explains the background and significance of the study, as well as the definition of the core concepts of the study, and provides a foundation for the subsequent practical research.

The second part of the article is a literature review, in which previous research at home and abroad in the relevant field is reviewed, and the patterns and characteristics of the unified version of language teaching materials are analysed.

The third part of the article is a detailed description of the content and design of the study. The research questionnaire is graphically presented to visualise the results of the research and the data are analysed in detail.

The fourth section of the article is a detailed discussion of the findings of the study and is the focus of the entire text:

The first section begins with a review of the current status of the teaching of middle and upper level exercises in J Primary School. It summarises the problems revealed by the current teaching of composition in School J from both teacher and student perspectives. At the teaching level, the teachers in School J are not sufficiently aware of the overall situation of the unified textbook, and the teaching format is too written, with a single feedback mechanism for assessment. At the learning level, students in J schools also have a lack of interest in writing, a strong dependency on writing, and a need to improve their observation skills. The paper then proposes that teachers should strengthen the overall awareness of the unit, use flexible teaching methods and accurately grasp the changes in learning conditions, and provide specific practical suggestions for the implementation of "release and guidance" style of exercise instruction in School J with the goals of sequential teaching, diversified teaching and differentiated teaching.

The second section presents a complete strategy for the whole process of 'integrated' teaching. A flowchart is presented to give an overview of how to use the concept of 'integrated learning and teaching' throughout the teaching process.

The third section analyses the effectiveness of the 'integrated' approach to teaching composition. The effects of the 'integrated' pre-writing preparation strategy are analysed from the perspectives of 'cultivation of observation habits' and 'cultivation of reader's awareness'; for the For the "combination of relaxation and guidance" strategy, the effect of the strategy was evaluated from the perspectives of "developing imagination" and "speaking" before "writing". For the analysis of the effectiveness of the post-assessment of the "combination of relaxation and guidance" style, the effect was mainly evaluated from the perspectives of "mutual evaluation" and "exchange and display". The evaluation in each section is closely related to the students' work.

In the fourth section, the teaching concept of the "combination of release and guidance" approach is used to develop a specific teaching design for the "Wonderful Imagination" exercise unit in the second volume of the third grade of the Unified Edition of the primary school language. The design is based on an overall understanding of the intention of the textbook, the implementation of specific teaching aspects and the use of various forms of feedback to strengthen the assessment.

The fifth part of the article is the conclusion section. This chapter summarises the answers to the research questions raised in the previous article, and further reflects on the whole article mainly in terms of the adequacy of the research object, the scientific nature of the research tools and the practicality of the strategy recommendations, in order to lay a more solid foundation for future research.