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列夫·托尔斯泰在他的《艺术论》里讲到一个例子:一个学画画的学生完成一幅作品后,看看总觉不满意,却很久又找不出毛病在哪里,请老师来看,老师先是站在画幅跟前,一会儿又后退几步,漫视整个画面,想了想,在一个地方涂了几笔,作品因此焕发光彩。由此得知老师的高明在于整体的观照、整体的感知。作文教学何尝不是这样呢?我们分阶段、分类别进行的诸如表达方式、篇章结构和审题立意的作文训练,按部就班,循序渐进,追求序列化的个体呈现,但是各分项内容在写作训练和实践中却缺乏有机的融合,于是,学生在篇章写作中往往顾此失彼,捉襟见肘。
Leo Tolstoy in his “theory of art” to talk about an example: a drawing students to complete a piece of work, look at the total is not satisfied, but a long time can not find out where the problems, ask the teacher From the point of view, the teacher first stood in front of the frame, and then retreated a few steps later. As a whole, he dazzled the whole picture and thought for a moment. This shows that the teacher’s cleverness is the overall view of the overall perception. Composition teaching, composition teaching, essay training in different stages, sub-categories, such as expression, text structure and deliberation, step by step, step by step, the pursuit of serialization of individuals present, but the sub-content writing training and practice But the lack of organic integration, therefore, students tend to take the lead in writing loss, stretched.