| 对中学传统作文观中两个理论的反思 |
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| 引用本文： | 吴道文.对中学传统作文观中两个理论的反思[J].贵阳学院学报(社会科学版),2001(4). |
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| 作者姓名： | 吴道文 |
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| 作者单位： | 贵州教育学院中文系 贵州贵阳550003 |
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| 摘 要： | 长期以来 ,用以指导中学作文训练的一些理论存在着一定的片面性 ,严重阻碍着作文训练水平的提高。其中两个理论值得反思 ,即“记叙文的内容是否必须真实 ,不能虚构”和“训练顺序是否先记叙后议论”。记叙文既可以取材于真人真事 ,也可以取材于想象虚构的“假人假事” ;记叙文允许虚构 ,可以训练并培养学生的想象力 ,在一定程度上缓解学生作文时“没有写的”的普遍苦恼。在表达的训练顺序上 ,不应该先叙述后议论 ,几种表达方法可同步交叉进行 ,这样才能全面培养学生的表达能力。
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| 关 键 词： | 记叙 记叙文 真实 虚构 议论 逻辑思维 形象思维 |
Reflection on the two Theories of Traditional Composition Teaching in Middle School |
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| WU Dao,wen.Reflection on the two Theories of Traditional Composition Teaching in Middle School[J].Journal of Guiyang College:Social Sciences,2001(4). |
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| Authors: | WU Dao wen |
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| Abstract: | For a long time, there has been a lopsided view in some theories guiding middle school students in composition training which stops the students from improving their composition level. Here exist two theories worthy of our reflection, namely, whether the content of narrative must be true, and mustn't be fictitious; and whether composition training must follow the order of narration before comment.The content of narrative come not only from real stories, but from "unreal ones". Fiction in narrative can train students' imagination, and to some extent to ease their anxiety of "nothing to write about" in composition. As to the training order, it's advisable not to limit narrative before comment, but to mix the various ways of expression so as to obtain an all-round development. |
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| Keywords: | narrate narrative true fictitious comment logical thinking |
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