正常的写作教学认知图式应该是:为什么要写和为什么要教,然后由它决定我们需要什么样的文章,再然后才是如何教、如何写。然而,现状却是:对前两个决定元素忽视得厉害,直接到达如何教、如何写,教师花大力气指导出的学生的应试式作文,既非文学性创作,也非交流应用性写作,更非思想性、学术性阐述,不伦不类。作文评价问题成为作文教学改进的瓶 Normal writing teaching cognitive schema should be: why to write and why to teach, and then it determines what kind of articles we need, and then how to teach and how to write. However, the current situation is that the elements of the first two decisions are neglected and arrive directly at how to write and how teachers should write the essay-oriented essay, which is neither a literary nor an applied writing. More non-ideological, academic elaboration, neither fish of neither class. The problem of composition evaluation becomes the bottle of teaching improvement