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纵观高校《应用写作》课各类教材之编写,其内容和结构十多年来没多少革新,多是三大块:理论知识、例文、练习。而理论知识部分其结构一律是条款式,每一文种一律是概念、特点、作用、种类、写作要求、注意事项等条目,单调死板,面面俱到,使教师的讲课无从发挥,照本宣科,学生反感至极;而脱离课本、联系实际教学,学生又埋怨无从复习,难以应考。因而长期以来,从文体和格式为主要教学内容的微观教学一直为许多教师作为教学重点,或以“基础写作+文体格式”作为应用写作的基本内容,使应用写作教学陷入一种傍徨、困惑的境地。 经过几年的教学实践,笔者认为应用写作课应遵从“知”“能”并重的原则,即不仅仅使学生了解应用文的基础知识和基本原理,而且还要围绕语言、思维对学生进行能力训练,使学生由“知”到“能”成为实际操作者,这才是应用写作教学的根本目的。
Looking at the compilation of all kinds of teaching materials in the course of applied writing in colleges and universities, the content and structure have not changed much in more than a decade. They are mostly three major pieces: theoretical knowledge, examples and exercises. The theory of knowledge part of the structure of all the terms and conditions, each species is the concept, characteristics, role, type, writing requirements, precautions and other items, monotonous, exhaustive, so that teachers can not play lectures, And from the textbooks, contact the actual teaching, students complain that no review, it is difficult to test. Therefore, for a long period of time, micro-teaching based on style and format as the main teaching content has been the focus of many teachers’ teaching or the basic content of applied writing in “basic writing + stylistic formatting”, which makes application writing teaching fall into a category of confusion and confusion The situation. After several years of teaching practice, I believe that the application of writing courses should follow the “knowledge” and “energy” principle of equal emphasis, that is, not only to enable students to understand the basic knowledge and basic principles of application, but also around the language, thinking skills training for students , So that students from “knowledge” to “can” become the actual operator, this is the fundamental purpose of the application of writing teaching.