写作能力是学生语文素养的一种体现，因此如何提高学生的写作能力成为教学研究的重要组成部分，本研究就是结合初中学生的实际写作水平，把仿写作为训练写作的手段，力求通过仿写逐步提高学生的写作能力。 本研究包括三个部分：一是问题的提出，通过数据分析和学生作文的具体实例分析学生作文中存在的主要问题。我所任教的两个班共68名学生，通过调查发现，学生普遍愿意提高自己的作文水平，但是，通过对学生的问卷调查和具有代表性的学生作文的分析，可以发现这些学生的作文问题可以集中概括如下：（1）语句杂乱不通顺，语言表达不够清楚，不能够做到文从字顺；（2）文章不分层次，结构混乱，段落不清晰，不会开头结尾等必要的写作方法；（3）文章抓不住主题，像流水账，缺少写作素材，这虽然有选材问题，但不可忽视的是描写人物不够生动形象没突出侧重点也是重要原因。 二是作文教学实验部分，我针对学生的这些问题，进行了通过仿写来提高学生作文水平的教学实验，包括实验策略、实验过程、实验效果三个部分，在仿写实施时主要按照三个层次进行，分别是仿句、仿段、仿篇，这三个层次虽然有一定的前后顺序，但也是螺旋上升的，是由单方面的仿写练习到综合性仿写练习的过渡，这样既符合学生的认知和学习规律，又可以有实效的提高学生的写作能力。学生有了仿句的基础，能够做到文从字顺，表意清楚，就可以围绕一个中心把句子与句子有机连接起来组成段落，同时，学生能够写好开头结尾，能够描写人物和景物，注意写作的内容，把握好段落的衔接就可以连段成篇。在实验中给出大量例文并分析，接着就进行这方面的仿写练习，学以致用，更便于学生巩固和掌握所学的知识。经过这一系列实验，68名学生的作文水平有了一定的提高，平均分提高了3分左右，及格人数也由48人增加到59人。 三是对整个实验的分析与反思，用仿写这种训练方法适应本校学生特点和初中生的认知规律，同时训练时注重了抓侧重点和阶段性，所以此次实验取得了一定的成功。 在实验中，我也意识到随着练习的持续，基础差的学生有了提高，但个别能力强的学生和已经提高写作能力的学生似乎遇到了写作的瓶颈，提高的幅度较小，我想，仿写不是万能的，在学生写作能力有了一定提高的基础之上，应该增加更多的写作训练方法来进一步提高学生的写作能力。

Language literacy to a large extent reflected in the level of writing ability, so how to improve the writing skills of students in teaching and research has become an important part of this study is the combination of writing the actual level of students to imitate as a means of training, through to Imitation gradually develop students writing skills.The purpose of this study include the following three parts, one of the issues raised by the students and data analysis of the composition analysis of the specific examples of students writing the main problems, I teach two classes a total of 68 students, through the survey found students generally are willing to raise their level of writing, the essay is written there is a demand, but the students through a survey and student representative composition of the analysis will show that these students can concentrate on writing problems can be summarized as follows: (1) statements are not fluent in a disorderly manner, the language is not clear enough and not be able to do smooth and. clear.(2) article, regardless of level, there is no structure of the paragraph was not clear, will not be necessary at the beginning of the end of the writing method. (3) The article can not grasp the theme of expression, as the article Liu Shui Zhang, the lack of writing material, although this material, but can not be ignored is the vivid descriptions of characters enough not to highlight the focus of the important factors.Second, teaching writing test, for these problems of the students , I do imitating writing carried out through essay students to improve the level of teaching experiments, including experimental strategies, the course of the experiment, the experimental results of the three parts of the imitating writing in accordance with the implementation of the three main Levels, which are like saying, like, fake papers, although there are three levels before and after a certain order, but also spiral upward, by the unilateral exercise imitating writing to the comprehensive practice of the transition, so that both Students with the knowledge and learning the law, but also effective writing skills of students, students with words like basis, be able to do smooth and clear, intended to form a clear, we can focus on the center of a sentence and the sentence of organic link the composition of the paragraphs, at the same time, students can write the beginning and the end well, be able to write to the figures, describing the scene, attention to the writing of the content, then grasp the convergence of the paragraphs above will be able to even the chapter. Model essay is given a large number of experiments and analysis, then in this area of writing exercises,applying their knowledge and make it easier to consolidate and students to master knowledge. After this series of experiments, 68 students’ writing a certain level of improvement, increased at an average of about 3 points, passing by the number of people 48 to 59 people. Third, the whole reflection and analysis of experiment, this imitating writing training methods to adapt to the characteristics of our own students and students of law awareness, training at the same time pay attention to the focus and level of efforts, so the experiment has achieved some success. At the same time, in the experiment, I also realize that as the practice continued, on the basis of poor students has increased, the ability of individual students and have the writing skills to improve student writing seems to have encountered bottlenecks and enhance the range of smaller, I think the writing skills of students in a certain improvement based on the writing should be more training methods to further improve their writing skills.