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“议论文难教”,这是中学语文教师的感慨;“议论文难学更难写”,这是中学生的叹息。如何改变议论文教学的局面,充分发挥议论文这一文体的积极作用,提高学生写作议论文的能力,是摆在语文教师面前的较为艰巨的任务。 《中学语文教学大纲》要求:“初中三年级着重培养议论能力,写一般议论的文章,做到观点正确,条理清楚,语句通顺。”议论文在初中一、二年级语文教材中篇目不多,到初中三年级才是教学的一个重点。初三的学生要在短短的一年里形成写作议论文的基本能力,达到大纲要求,教师就得变换课堂教学的形式,采用多种教法,激发学生学习、写作议论文的兴趣,只有这样才能较好地完成议论文教学的任务。
“Argumentatives difficult to teach,” which is the feeling of secondary school language teachers; “Argumentative text difficult to write”, which is the sigh of secondary school students. How to change the situation of argumentative teaching, give full play to the positive role of argumentation, and improve the ability of students to write and discuss essays are the more arduous tasks before Chinese teachers. The “High School Chinese Syllabus” requires: “The third grade of junior high school emphasizes on cultivating the ability of discussion and writing articles for general discussion so that the views are correct, the rules are clear and the sentences are fluent.” The argumentative essay is in small numbers in the first and second grade Chinese textbooks, To the third grade junior high school is a focus of teaching. The students in Grade Three should form the basic ability to write essay papers in just one year. To meet the outline requirements, teachers must change the form of classroom teaching and use a variety of teaching methods to stimulate students’ interest in writing and reading essays. Only in this way can the task of essay teaching be completed well.