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第一步以教师为主:讲授写作要求及命题范围——讲授写作知识及有关技巧——选读有关范文及启发写作;第二步以学生为主:观察回忆——选材构思——思维写作;第三步教师与学生相结合:组织批改——讲评小结——交流心得。 在这三步中,以第一步的开放搞活最为重要,第一步如果启发诱导有方,第二步第三步也就能很顺利地实施。而且每一步又因作文训练的不同而灵活多样。以书信教学为例。首先我们向学生系统地介绍了有关书信的基本常识以及书信写作的基本要求。再选读了我自己学生时代写得比较满意的几封信,学生听起来既感到亲切又觉得可信,而且很容易接受。正当大家跃跃欲试之时,再加以诱导和启发——我要求学生写两封信,第一封写给知青姐姐,在信中
The first step is to focus on teachers: teaching the writing requirements and proposition range - teaching writing knowledge and related skills - reading relevant essays and inspiring writing; secondly, focusing on students: observing memories - selecting ideas - thinking writing; The third step is the combination of teachers and students: organizational corrections - commentary summary - exchange experience. In these three steps, it is most important to invigorate with the first step. If the enlightenment is induced, the third step of the second step can be implemented smoothly. And each step is also flexible and diverse due to the difference in composition training. Take letter writing as an example. First of all, we systematically introduced the basic knowledge of letters and the basic requirements for letter writing. I then read several letters that I wrote quite satisfactorily in my own student days. The students felt both cordial and credible, and they were easily accepted. Just as we all eagerly tried and inspired, I asked the students to write two letters, the first one to the educated elder sister in the letter.