本研究从学生和教师两方面对国内小学作文教学的现状进行分析和思考后发现：教师作文教学的盲目和随意，教学方法的机械、死板、陈旧、落后，对作文教学的过程没有科学的认识，直接影响到作文教学的质量，导致学生生活层面的无内容可写，方法层面的不知怎么写，心理层面的害怕写作文。打造小学生的作文心理和改变当前教师的作文教学现状已迫在眉睫。本研究立足于李吉林老师情境教学的研究成果，结合自己的教学实践，联系当前小学生作文教学的现状以及新课标对小学作文教学的要求，依据教育心理学和作文心理学相关理论的支撑，对小学作文课堂教学的具体实施环节进行优化，研究提炼出小学作文课堂情境教学的具体实施策略：读写结合，积累写作素材；营造氛围,优化写作情境；观察体验，激活写作情感；描述表达，拓展写作思路；水到渠成，落笔写作内容。通过对本论文中提供的教学案例和对学生的作品进行分析发现，小学作文课堂采用情境教学具体实施策略，符合小学阶段学生的认知水平，学生在这样的堂课中表现出了非常浓厚的学习兴趣及创造能力，较高水平地完成了相应的习作；这样的作文教学实施策略源自一线的教学实践，又面向一线的课堂作文教学，所以是便于掌握和实施的，必将在操作层面改变教师作文教学的盲目、无序，教法陈旧、落后的现状，从而在真正意义上推动小学作文领域的教学改革，改变学生作文的为难情绪。

It is in primary Chinese teaching the most serious headache that writing has been puzzling teachers and pupils. After analyzing and reflecting on the domestic primary writing teaching from two sides of pupils and teachers the present paper finds the fact that teachers’ blindness and randomness, mechanical rigid backward old teaching methods and lack of scientific cognition for the process of writing teaching directly affect the quality of writing teaching and lead to the fact that pupils feel nothing to write for the material side, do not know how to write for the method side and fear to write for the psychology. So it is urgent to overcome pupils’ fear and change the present writing teaching situation.According to the writing teaching requirements for New Courses Criteria the author optimizes procedures in writing teaching in primary classes and then puts up with the implement strategies of situational writing teaching integrated with the present primary writing teaching which are based on the author’s teaching practice, combined with teacher Li Jilin’s research on situational teaching and supported by the relative theories of pedagogic psychology and composition psychology. These implement strategies mainly include the following strands: to accumulate writing material through reading; to create atmosphere and to optimize writing situation; to activate writing inspiration by observation and experience; to broaden writing thought by more depiction and expressions; to recall and summarize to write a good composition quickly.After analyzing teaching cases and pupils’ compositions in the present paper we find the strategies of situational writing teaching in primary classes are within pupils’ cognition abilities. So pupils are very interested in the situational writing teaching in which they are creative and accomplish their own writing tasks well. These strategies are from the forefront of teaching practice and applied to writing teaching in classes so that they are easily grasped and implemented. Therefore, they change with certain the present situation of teachers’ randomness and procedures in disorder and backward old teaching methods so as to really promote primary writing teaching reform and relieve pupils’ fear.