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在一般成人高校课程体系中,公文写作还不能构成一门独立的“课”;但在已经开设的各类写作课中,公文写作大都占有重要地位和相当比例。这意味着,研讨公文写作的教学对策,提高公文写作的教学质量,是成人高校素质培养和技能训练所面临的共同问题。 如何制定公文写作的教学对策?一个首要前提,必须清楚公文写作的特殊性。其一,公文写作,其写作主体具有特殊性。这种特殊性表现为写作主体的被动行文性,即在公文写作活动中,写作主体只能置于专任行文、依旨行文和无名份行文的境地。写作主体的这种特性,与文学写作、理论写作乃至其他各类实用文章写作相比,情形大为不同,很容易促发种种与这相关的心理障碍,甚而会影响到写作主体的职业品格。其二,公文
In the general adult college curriculum system, the document writing can not yet constitute an independent “lesson”; however, in the various writing courses that have been opened up, most of the document writing occupies an important position and a considerable proportion. This means that discussing the teaching strategies of document writing and improving the teaching quality of document writing are the common problems faced by adult colleges and universities in their training of quality and skills. How to formulate a teaching strategy for official document writing? A primary premise must be clear about the particularity of document writing. First, document writing, the main body of the writing has its own particularity. This particularity is manifested in the passive writing nature of writing subjects. That is to say, in writing activities, the writing subject can only be placed in a full-time writing style, a style of writing and anonymous character writing. This kind of characteristic of the main body of writing is quite different from literary writing, theoretical writing and even other kinds of practical writing. It is easy to trigger all sorts of psychological obstacles related to this, and even affect the professional character of writing subjects. Second, the official document