中学作文教学的出路究竟在哪里?这个问题曾引起许多人的探索,但归纳起来却不外乎两大流派:一派主张“作文如铸模”,“无模不成文”,强调走格化的道路;另一派则主张“文无定法”,“体有万殊”,强调真实与创造。这些主张都有一定的合理性,又有明显的局限性:前者会使学生思维定势,后者会令人望而生畏。我认为作文教学是有其自身的规律的,学生作文也是有一定的“格”的。既然作文有“格”,就应当引导学生入“格”,但“入格”又不是目的,“入格”之后还要“破格”。 Where is the solution for secondary school composition teaching? This question has caused many people to explore, but it can be summed up in two major schools: One advocates “composition is like molding,” and “no mold is not written,” emphasizing an accrued path. The other faction advocates “the absence of a law,” and “the body has a great variety,” emphasizing truth and creation. These claims all have certain rationality, but also have obvious limitations: The former will make students think and the latter will be daunting. I believe that composition teaching has its own rules, and student writing also has a certain degree of “legacy.” Since there is a “form” in the composition, students should be guided into the “dimension”, but “acceduation” is not an objective, and “accused” must be followed by “excellent”.