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如果反思一下我们的传统英语写作教学,也许就能找到问题的所在。在传统的写作课上,通常是由教师命题,然后要求学生围绕命题进行写作。之后是教师批改作文,再讲评作文。而在所谓的“过程写作法”中,通常是学生先写出初稿,然后由同伴或教师进行评论,最后学生根据反馈意见进行修改。但这种“写作-修改”的方法仅仅是一个提供词汇和就内容提供某些思想的方法,学生经常是在写完了作文之后,才知道自己哪些地方写得不好。因
If you reflect on our traditional English writing teaching, you may be able to find the problem. In traditional writing classes, it is usually teacher propositions and then students are asked to write about propositions. After the teacher to modify the composition, then comment on the composition. In the so-called “process writing ”, usually students first write the first draft, and then commented by peers or teachers, and finally students to modify according to the feedback. But this “writing-modifying” approach is just a way to provide vocabulary and provide some ideas about the content, and students often know where they are not well-written after they have finished writing. because