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作文教学的对象有二:在客观世界,是事事物物,在主观世界,是人人心心。作文教师的使命,是让人心拥抱事物,进而表现事物,反映人心——事物的形态与动态,人心的节律与旋律,个人的心思乃至人类的精神。作文教师往往以学生的优秀习作,证明自己教学的成功。这其中多少有些误会。试问,一篇好文章的娩出,指导者以居功几分为宜呢?只消想想,作文能力综合性极强的事实,习作者固有的悟性,生活积淀,言语功夫,岂是谁能点铁成金,着手成春的么? 面对天生厌恶作文的学生,而能让他对作文发生点兴趣,萌生“我欲写”的念头,借以养成自动写作的习惯,这些,才算得上作文教师的一点骄傲。
There are two objects in composition teaching: in the objective world, things are things, and in the subjective world, it is everyone’s heart. The composition teacher’s mission is to let people embrace things, and then express things, reflect the people’s mind - the form and dynamics of things, the rhythms and melody of the human heart, the individual’s mind and even the human spirit. Composition teachers often use students’ excellent work to prove the success of their teaching. This is somewhat misunderstood. I would like to ask: If a good article is written out, how many points can the instructor use to subdue it? Just think about it, the fact that the composing ability is very comprehensive, the comprehension of the authors, the accumulation of life, the verbal skills, and who can point iron? Into the beginning of spring, is it a good time to become a student who is naturally disgusted with essay writing and is able to make him interested in the composition and to create the “I want to write” idea to develop the habit of automatic writing. The composition teacher is a little proud.