为了激发农村中学学生写作议论文的兴趣,提高他们写作议论文的能力,我们从八四年起,开辟作文教学第二课堂,开展了“读报·抄报·评报·编报”活动。过去我们教学生写议论文往往仅从文章结构、表达方式、语言运用诸方面着眼。这样做当然能提高学生的议论文写作水平,但时间一长,便不难发现,学生的大部分习作缺少浓郁的时代气息。农村中学生接收社会新信息少,阅读书报少,知识面窄.因此,具体说来他们习作中的论点、论据平稳陈旧,缺少新鲜感与针对性。教师出的是一批永恒性论题,如“时间篇”、“毅力篇”、“爱国篇”、“苦学篇”等等,学生用的是永恒性的论据材料, In order to stimulate the interest of rural middle school students in writing discourse thesis and improve their ability to write discourse thesis, we started the second classroom of composition teaching from 1984 onwards, and launched the activities of “reading newspaper, copying newspapers, commenting on newspapers, and compiling newspapers”. In the past, we taught students to write argumentative articles that are often focused only on the aspects of article structure, expression, and language use. This will certainly improve the students’ level of argumentative writing. However, over time, it is not difficult to find that most of the students’ work lacks a strong flavor of the times. Rural middle school students receive less new social information, fewer books and newspapers, and have narrow knowledge. Therefore, specifically speaking, their arguments and arguments in the exercises are stable and old, and they lack freshness and pertinence. The teachers are embarrassed by a number of eternity themes, such as “Times”, “Perseverance”, “Patriotic”, “Study”, and so on. Students use eternal arguments.