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一1.从本世纪初到70年代末,草创的“现代写作学”无力对写作教学的内容建设提供理论指导。写作教学内容在“无序”中徘徊,又试图从“创作”上寻找突破口,最后选择了“引进”之路,终于形成了“知识体系”的雏形。然而,它始终没有找到自我。写作教学内容长期处于“无序”、“无层次”状态的客观原因有三:科举及八股文教学的影响;文言文与语体文的纠缠;政治运动的干扰。其内在的原因便是现代写作学在草创的几十年中无力为写作教学提供理论力量。与写作教学内容相关的是文章分类,写作教学只有依据写作学对文章分类的研究才能确定不同教育层次教学的主要内容——文体。但是众说纷云的文章分类主张很自然地忽略了“教育层次”这一衡量标准,使大学写作与中学作文的教学内容混杂不
1. From the beginning of this century to the end of the 1970s, Grassroots “modern writing” can not provide theoretical guidance for the content construction of writing teaching. Writing teaching content wandering in the “disorder”, but also trying to find a breakthrough from the “creation”, and finally chose the “introduction” of the road, and finally formed the prototype of “knowledge system.” However, it never found itself. There are three objective reasons for the writing teaching content to stay in “disorderly” and “non-hierarchical” state for a long time: the influence of imperial examination and the teaching of the essay writing; the entanglement of the classical Chinese and the style of the Chinese; the interference of the political movement. The internal reason is that modern writing can not provide the theoretical force for writing teaching in the past decades. Related to writing teaching content is the classification of articles. Writing teaching can only determine the main content of teaching at different levels of education based on the study of writing. However, it is natural to ignore the “education level” as a measurement of the categorization of articles which have been talked about for so many times that the teaching contents of college writing and secondary school composition are not mixed