2022年一本为初中语文写作教学指点迷津的书 .pdf

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1、一本为初中语文写作教学指点迷津的书读叶黎明写作教学内容新论近，细读叶黎明博士撰写的著作写作教学内容新论。至杭州学习，到山东开会，我行囊里装的就是这本书。前前后后，我反复阅读了三遍，且做了详细的读书笔记。叶黎明博士曾有十多年的中学语文教学经历，因为有这样的实践背景，叶博士能一语道破大多数语文老师在写作教学中的惯性思维和惯性行为误区。王荣生教授为此书写的序，结尾的一句话就是：我相信从事语文教育与研究的工作者，尤其是一线教师，能从书本中获得多方面的启迪，从而更好地理解写作，改进写作教学。我以一位初中语文教师的身份读此书，叶黎明博士的诸多观点，让我感觉豁然开朗。正如王教授所言，此书为初中语文写作教学指

2、点迷津，让一线教师启迪良多，获益匪浅。现整理观感，与诸君分享。困惑之一：初中写作教学究竟应该教什么？叶黎明博士说：写作教学内容在课堂上的主要落点，应该是真实而具体的文体写作知识。写作教学有三个重要方面：有写作动机、有东西可写、能够写出来，相对应的分别是写作兴趣、写作内容、写作技巧。通常，我们把写作课分为两个板块，写前指导和学生写作。而写前，教师的教学行为又可分为两种：积极和消极。积极的教学行为是教师精心设计教学方案，上好写作课以激发调动学生写作的积极性；消极的教学行为是教师扔给学生一个题目，说明写作要求，放手让学生写作成文。不管是积极教学还是消极教学，在中学语文的课堂上，广大语文教师关注的“教

3、”作文，往往倾向于解决第一个方面，即致力于激发写作动机。对于第二个方面“有东西可写”，属于写作内容方面的问题，关涉学生的知识储备，而知识教学，并不是写作教学的独当之任。叶黎明博士强调，写作教学的核心是文体写作知识。写作课所能教的，应该放在第三方面，即具体的表达方式、结构技巧和过程写作策略，教学目的是使学生“能够写出来”。启示：阅读叶黎明博士这段文字，深受启发。本学期，开设公开课，我选择上一堂写作课。班级一男生，写了一个“自己与同学的友情遭到母亲干预”的片段。叙述尚可，而缺乏描写。想到中学生写作之缺乏描写，绝非个别想象。我把写作课的教学目的预设为“学习运用描写”。最初的教学内容是以该男生的习作片

4、段为载体，设计三个教学环节：“文段哪些地方需要描写需要哪些描写怎样的描写才精彩”。教学之后，效果并不理想。读了叶黎明博士关于写作教学着力点的陈述“教学的目的是使学生能够写出来”，我对这堂写作课进行深度修改。教学目的预设为：“为特定对象而描写”。具体教学过程如下：“1.比较表达效果，增强描写意识。（教师出示运用描写与没有运用描写的两句话；学生品味咀嚼这两句话不同的表达效果，从而领悟描写的重要性，增强描写意识。）2.出示写作片段，组织学生评议。（教师出示片段，组织学生从内容与语言两个角度评析评议。）3.师生合作分析，何处需要描写。（教师引导学生细读文文档编码:CP6I6J9T6O9 HF9J4M4

5、Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6

6、V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I

7、6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4

8、M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5

9、Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP

10、6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9

11、J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8字，用符号法标注需要描写的地方，并交流。）4.需要怎样的描写。（教师精选鲁迅、朱自清、老舍等作品中的进行描写的片段，引导学生学习描写技巧。从三个方面引导学生学习描写技巧：直接描写人物的动作、外形、话语以及神态；学习直接加入心理描写；学习借景物描写，烘托人物内心的感情。）5.为特定的对象而描写。（教师设计练习，提

12、供五个写作对象“写给学校的心理辅导老师，写过报社编辑，写给爸爸，写给朋友，写给妈妈”等，并组织学生分组讨论，让学生明白“因写作的对象不同，目的也不同，需要描写的内容与措辞也不同”，然后组织当堂练习。）这堂课，成效明显。对学生来说，时间充足，训练充分。对教师来说，运用专业理论知识来指导教学实际，课堂有知识，有层次，学生训练充分到位，描写指向清晰。困惑之二：写作教学需要学生具备哪些知识？叶黎明博士说：教学必须有知识，作为教学用的知识应该具有系统性。但，不是所有的知识都必须进入教材，关键要看学生需要哪些知识。学生所需的写作知识：关于所写内容的知识。叶黎明博士认为关于所写内容的知识，乃百科知识，这是一

13、切写作得以顺利进行的前提。关于语法和修辞知识。叶黎明博士认为语法和修辞知识，应该进入教师的专业知识体系中，而不适合直接进入写作知识体系中。关于思维训练的知识。叶黎明博士认为写作过程固然离不开观察、分析、想象、联想等心理因素，但这些都是通过立意、构思、表达来体文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP

14、6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9

15、J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8

16、N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:

17、CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 H

18、F9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 Z

19、D8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8现的，

20、因此没有必要专门在写作教学中进行思维的训练。关于内容处理的程序性写作知识。在我国，写作的程序性知识通常被称为篇章作法或文章作法，属于写作过程中的技能、技法，一度被视作写作“基本能力”的构成要素。通过严密的比较、分析与研究，叶黎明博士认为写作中的过程性知识，在现有的写作教材中基本上得到了体现。但是与西方的母语教材相比，我国现有教材在写作的交际功能、写作的修改等策略性知识较为落后。文体知识。我国写作教材中的“文体知识”主要分为三大类：一类是记叙文、说明文、议论文三种教学文体的写作知识；第二类是应用文写作知识；第三类是文学体裁的写作知识。启示：曾经的我，有一个伟大的设想。欲凭一己之力，构建起适合我自

21、己教学以及提供我同事参照的初中三年的写作教学框架，一般人称之为序列。这是一位一线老师心中产生的朴素愿望。想法催生行动，我按照人教社教材框架，以主题推进习作教学。一个单元，一个主题，同时辅导学生写一篇作文。在教学策略上，阅读引领，读写结合，培养语感，以期提高学生的写作能力。这方面的努力，能让我自觉地按单元设置上一节写作课。教学内容依据本单元教学专题。但是，主题与主题之间，缺乏有机联系，更不存在学理上、知识上的承接关系，且语感的提高也是没法考量。主题推进式读写结合实验，无疾而终却也不能算是彻底失败。20XX 年前后，我又尝试从表达方式的角度，按照描写、记叙、说明、议论等顺序，我有意识地进行了一个序

22、列，上了整整三年写作课。适逢学校成立社团，我成了学校青文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S

23、10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E

24、8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9

25、T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z

26、4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V

27、5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6

28、J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8苕文学社指导老师。一边琢磨教学内容，一边勤于积累，力图铺设教学框架。三年时间，课内教学加社团的写作课，数量不在少数，内容基本不重复。但是，我还是遇到了巨大的困难。首先，我开设的写作课本身也是无序的，没有清晰的线

29、索，也缺乏梯度；这些写作课的受众，也就是教学对象，一部分学生没有年段之分，尤其是社团课，学生流动性大，年段不分，学情复杂。最主要的，写作课，需要怎样的写作知识？写作课，需要怎样的系统化？才能符合学理，才能教学有效？我内心并不清晰。如此，此轮写作教学实验，亦宣告碰壁。叶黎明博士之聚焦“文体”，着重探讨了写作教学中“我们规定教怎样的文体”“我们实际上教了怎样的文体”“我们用来教文体的是哪些知识”，尤其是后者，让我读后如醍醐灌顶。叶黎明博士认为学生学习写作，固然存在从低级到高级，从局部到整体，从写话到成文这样一个粗略的顺序，但是，我们还应该清醒地认识到，写作是一项综合性极强的活动，学习写作是各种知识

30、，各种技巧是综合运用循环往复螺旋深化的过程，从审题立意到谋篇布局，从观察认识到构段、谋篇，绝非一个线性的过程。基于这样的启发与认识，本学期，决定从研究片段写作开始，扎扎实实训练学生的语言表达，我申报了市级课题初中语文“非文章类语篇”写作教学的研究。困惑之三：初中阶段的写作教学，应该“教怎样的文体”？为什么一直以来中学语文写作教学离不开“记叙文、说明文、议论文”这三大文体？叶黎明博士说：应该坚持“类”与“个”的套接，把记叙文等三大教文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文

31、档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6

32、O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S

33、10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E

34、8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9

35、T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z

36、4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V

37、5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8学文体视为“大类”，在每个大类中选择合适的“个例”真实的文体进行写作。在“类”的框架内要尽可能选择更多的“个”，通过尽可能多的社会实践文体的教学来满足学生校内、校外各种各样写作的需要。写作按照功能分类，可分为两类。一类是实用文写作，主要承担社会交际与服务功能，包括公文语体写作、交际语体写作、科研语体写作以及各类专业写作等。另一类是非实用的写作，也叫文学写作，主要承担社会认知与自我发现的功能，包括小说、诗歌、剧本和散文等四大文体

38、写作。由于对老师们文学写作的价值与功能存在片面、狭隘的理解，把文学写作当做作家的专长，长期以来，文学写作被排除在语文课程内容之外。一方面是出于对应用文写作的误解，认为应用文只要掌握格式就可以了，不需要专门的训练；另一方面，出于对“教学文体”功能的夸大，认为记叙文，说明文和议论文是一切写作的“通用”的基础，只要基础打扎实了，写其它文章都不成问题。因此，从1904 年现代语文独立设科以来，三大文体记叙文、说明文、议论文一直是中小学写作教学的主要文体。这三类文体有一个总称，叫“教学文体”。叶黎明博士在著作中阐述了“写作知识的 同心圆模型建构”。同心圆分三层，最核心的环节是写作过程，是课堂教学层面的过

39、程性知识。中间层，作为“个”的事实文体，如童话、日记、新闻、游记、寓言等，事实文体的开发与写作是写作教学的重点也是难点。最外层，是“文体知识”，作为“类”的教学文体，如记叙文、议论文、说明文等，最外层的大圆，意味着整个写作的知识体系是以文体知识为骨文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9

40、T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z

41、4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V

42、5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6

43、J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M

44、4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y

45、6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8架而搭建的。启示

46、：在此之前，我对文体分类的知识相当模糊，我相信大多数语文老师与我一样。语文学习杂志 20XX年第二期刊登的中学语文教学中几个令人困惑的问题一文，第一大困惑就是“文体”的困惑，开篇第一句话即为：“当前的中语文教学，无论是阅读教学领域还是写作教学领域，总有一些挥之不去回避不了的、为广大一线教师头痛不已的、似乎是无解问题，即文体之惑。可见，绝非我一人存着这种“文体”之惑。感谢叶黎明博士在 写作教学内容新论 中对文体分类知识的引介，精细的文体分类知识有助于我全面、真实、准确地写作的目的、价值和功能，也有利对学生的写作提出相应的明晰的要求。叶黎明博士为我们呈现了丰富多样的、标准各异的写作文体分类。例如：

47、按内容的虚构程度分为写实和虚构两类，按表达的文学性分为文学写作与实用写作两类，按表达方式分为叙事、阐释、论辩和描写四类，按语体风格分为公文语体、交际语体、科研语体和专业规范语体四类，按写作目的分为为自己写作和为不同读者的写作。这样的细分文体，厘清我认识上的模糊，也让我清楚我的过去的写作教学中存在种种碰壁与误区的原因。叶黎明博士还引入美国语文中的诸多课例，不仅是佐证自己的观点，还指出中学中学写作教学应该在”练习“设计上，多下功夫，提高我们学生的写作提高读者意识与交际功能。困惑之四：如何评价一堂写作教学课？叶黎明博士说：要评价一堂课，需要参照的指标有两个：得体与文档编码:CP6I6J9T6O9 H

48、F9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 Z

49、D8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编

50、码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9 HF9J4M4Z4S10 ZD8N5Y6V5E8文档编码:CP6I6J9T6O9