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从一般理论而言,作文水平是衡量学生整个语言水平的重要标志,因此,教师往往把作文教学看成是语文教学的重头戏,想方设法加强学生的作文训练。加强训练,当然无可厚非,但学生的写作水平往往并未因此而得到切实提高,习作不是矫揉造作,就是老生常谈,不是假冒伪劣,就是似曾相识。那些另辟蹊径、新鲜独特、让人耳目一新的作文简直是凤毛麟角,少得可怜。其症结何在?本人以为这与当前的作文教学倾向有关。
From the general theory, the compositional level is an important indicator of the entire language level of the students. Therefore, teachers often regard composition teaching as the highlight of language teaching and try to strengthen students’ composition training. Although there is nothing wrong with strengthening training, the level of students’ writing is often not improved as a result. Exercises are not artificial, they are clichés, and they are not counterfeiting or familiarity. Those essays that are new, fresh, unique, and refreshing are simply ridiculously rare. What is the crux of the problem? I think this is related to the current tendency of teaching composition.