应用写作类课程多是采用“规范格式——例文详解——材料拟写(仿写)”这一固定模式进行教学。这一模式具有重点突出、例文经典、针对性强等优点,但教学框架固定、内容枯燥,多数学生课堂上并不能积极参与,最终教学效果不甚理想。秘书写作课程就碰到这一问题。教学变得吃力,学习变得盲目,学期末学生的写作水平难以达到实践应用的要求。要想解决这一问题,除了认清教学现状外,还要分清教学环节主客体的 Applied writing class mostly use “standard format - detailed examples of text - material to be written (imitation writing) ” This fixed pattern for teaching. This model has the following outstanding features: classic examples and strong pertinence. However, the teaching framework is fixed and the content is boring. Most students are not able to actively participate in class and the result of teaching is not satisfactory. This is a problem encountered by a secretary writing course. Teaching becomes strenuous, learning becomes blind, the level of writing students at the end of the semester is difficult to meet the practical application requirements. In order to solve this problem, in addition to recognizing the current situation of teaching, we must also distinguish between the subject and the object of teaching