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在较长时间的议论文写作教学中,我发现这样一个问题:不少学生只会罗列事实证明观点,不会从理论上分析阐明观点,往往造成议论平庸、肤浅,即使到了高三,这些学生写作中涉及到的思维及文法仍停留在初学议论文写作的阶段。究其原因,有思维问题,也有文法问题,而二者常因学生的认识及技巧问题出现不同的偏重。在进行议论文写作教学中,我把举例展开段落与用求同法、求异法展开段落进行对比教学,较有成效地提高了学生从理论上分析阐明观点的能力。
In a longer period of argumentative writing teaching, I found such a problem: Many students will only list facts to prove their views, and they will not theoretically analyze and clarify their viewpoints. This will often lead to mediocre and superficial discussions. Even in the third year, these students will write. The thinking and grammar involved still remain at the stage of the begining argumentative writing. The reason is that there are thinking problems as well as grammar problems, and the two often have different emphasis on students’ understanding and skill issues. In the teaching of argumentative writing, I contrasted the examples with the method of seeking the same method and asking for different methods, which has effectively improved the students’ ability to theoretically analyze and clarify their viewpoints.