Keywords: writing teaching reform, labor thinking, spiritual artistry
Writing course is an important basic course of humanities in colleges and universities, and it is also a compulsory professional course of Chinese Department in normal universities. Students really want to learn well, but often they can't learn well. Teachers really want to teach well. This is a very difficult course. However, if this course is not well taught, not only will the development of students be affected, but more seriously, they will go out to teach after graduation and delay the next generation. How to teach writing class? In recent years, we have reformed the teaching of writing, established our own theoretical system of writing teaching and writing training mode, made a preliminary conception of the theoretical system of writing, and completed some practical cases. Analyzing the current situation of writing course construction, summarizing the practical experience in recent years, and focusing on the self-positioning of writing course, I have the following thoughts.
First, turn the writing class into a labor class on the basis of practice.
To grasp the practical characteristics of writing, we should pay attention to building a practical bridge between students, writers and readers, between schools and society, and between writing theory and ability training. Drawing lessons from the theory of "action education", this paper puts forward the concept of "action writing". Focusing on the word "action", it promotes communication between students, between teachers and students, between students and their relatives, actively carries out social practice activities related to writing, leads students to learn writing together, studies their own writing psychology, studies the current situation of writing teaching in primary and secondary schools and teenagers' writing psychology, and forms a number of investigation reports, papers and writing experiences.
The main idea of "action research" is that in education and teaching research, professional researchers are closely combined with grassroots teachers, so that teachers are both teachers and researchers, and professional education researchers are both researchers and concrete teachers. We pass this idea on to both teachers and students in writing teaching, and strive to implement the key link of communication, interaction and research, so as to implement writing teaching activities.
How can writing teaching face the 2 1 century and rural basic education, improve students' quality, develop students' ability, let them not only write but also teach, and get out of the misunderstanding of exam-oriented education. How can writing teaching strengthen its own reform and construction, enhance its vitality, serve the study of other courses, offer courses such as basic writing and applied writing for other departments in our school, and comprehensively improve the humanistic quality of college students? We believe that "action" is the key to solving the problem of writing, and writing is writing and doing. Under the guidance of the concept of action writing, the topics such as Investigation on the Present Situation of Composition Teaching in Primary and Secondary Schools, Taking pains to write a composition, and How to write a good article have all achieved universal success. These compositions provide a lot of first-hand information for teachers' follow-up research. Writing is not only the behavior of student authors, but also the interactive research between teachers and students.
Writing teaching activities based on communication platform always insist on "writing articles because people need to communicate;" The simple truth that an article is effective only when it is read by people places great emphasis on the writing of daily practical styles such as diaries and letters, and strongly advocates "writing every day" and "not writing at all", focusing on El's "writing often"-the cultivation of J habit and the realization of the purpose of writing communication. Communication is the internal motivation of writing behavior and an important force to stimulate writing productivity. In this regard, we have analyzed many letters, diaries and dialogue articles for students, such as Fu Lei's letters and Goethe's conversations.
The extension of this aspect is to further analyze the teaching tradition of diary and letter writing in primary and secondary schools, and put forward a new writing training model of "dialogue writing". The analysis and training of different dialogue modes, such as network dialogue, situational dialogue, alien dialogue and spiritual dialogue, have made the exploration of daily writing find its own depth and breadth.
Social and spiritual writing practice has achieved results in different aspects. For example, in an interview with an 8-person group of 200 1 in Changqing Oilfield, students and enterprises cooperated to complete a collection of reportage works reflecting the oil work style. The students' trips were all over Changqing Oilfield, with more than 20 words. Writing should be geared to workers, and writing itself is labor. Writing >; -j the cultivation of habits is the cultivation of work habits. To love writing is to love labor.
Second, turn the writing class into a thinking-oriented thinking class.
For a long time, we thought that writing class was a skill class, and writing was an essential ability for China students to earn a living and get a job. Although we still think so, staying at this level cannot really solve the problem. We believe that writing course is a course of human growth and a process of simultaneous development of ability and mind. Its research and guidance should go from the technical level to the thinking level, from the theme level to the spiritual level, and finally realize the spiritual integration of people's experiences, thoughts and emotions. Only through this integration can we form a stable writing personality. After the formation of writing personality, people's writing ability, motivation, interest and > -j are used to playing the role of commander-in-chief.
In the process of writing course construction, on the thinking level, we put forward the concept of "graphic composition method", borrowed the theory of "mind map" from western scholars, and formed a series of graphic compositions through the exploration of the relationship between painting and composition by modern scholars in China. In the past, composition teaching also paid attention to the role of "diagram" in writing, and was used to getting the structure diagram of the article by analyzing the text, which originated from article study. But what is the mirror image of human thinking in the process of composition thinking? How do pictures and words change in people's brains? Only the author can make subtle guesses. How to make thinking "illustrated" in the writing process? This kind of consciousness can only be recovered and developed through repeated training, which is also very lacking in modern composition teaching in China. Our exploration in this respect is mainly to "draw pictures before writing articles", and then write after drawing. With the help of illustrations, many problems in writing content, thinking, imagination and association can be solved easily. A large number of cases accumulated in this area need further analysis.
Another kind of exploration formed the result of "essays". That is to say, the understanding of style, from the perspective of existence, thinks that the article has body but no body. The form reflects the form of the article, but the form does not reflect its intangible side. This understanding is based on the theory of chaotic mathematics and chaotic chemistry. It is also related to our understanding of Laozi and Zhuangzi's philosophy and prose. If you have physical training to grasp the body and lose your mind, you will flow into stereotyped writing; No-body training grasps the shape and spirit, directly grasps people's inspiration, and makes the article closer to the original state of people's thinking and mind. On the one hand, mature cases include "Light the Fire of the Soul", "If there is no poem in my heart" and "The Moment of Love". The teacher summed up the teaching results and compiled the manuscript of "Spark of the Mind-Essay Method".
From the perspective of human growth, we mainly grasp two special stages: "childhood writing" and "adolescent writing". Revive people's aesthetic psychology through childhood writing, and promote students' exploration of their inner world through "adolescent writing" There are two points in childhood writing, one is to recall childhood personnel, the other is to pay attention to the collection of folk stories and nursery rhymes, and to the writing of children's literature works such as fairy tales.
From the guidance of skills to the guidance of thinking methods, writing is firmly based on student-centered learning, which is the focus of our teaching.
Third, take writing teaching as a spiritual course to promote growth.
The knowledge system of traditional writing textbooks is a huge article study knowledge system composed of themes, materials and languages. The point is how the article is. Later, I turned to literary writing and applied writing, and added the basic theory of writing and composition teaching in middle school to make four pieces. These four blocks have a lot of content, but few class hours. In fact, only half of these contents can be done by telling them. If a teacher pays more attention to one style and spends more time, some styles, especially the applied writing part, will be abandoned. Not only applied writing, but also genres such as film and television writing, children's writing, science fiction writing, essays, Quyi, etc. may be squeezed out of the writing class at any time, but its importance is self-evident.
This problem is a very common and big problem hidden under the current teaching plan. If these styles are not adopted in writing class, the defects of students' knowledge structure are obvious. So how to solve this problem in teaching materials and teaching methods? Our approach is to innovate the theoretical system of writing and popularize case teaching method and participatory teaching method.
We put forward the theory of "spiritual writing", which integrates the exploration results in different aspects and directions mentioned above. From the growth process, writing can be divided into childhood writing, juvenile writing, youth writing, middle-aged writing and old-age writing. Writing is divided into male writing and female writing to think, literati writing and folk writing to understand, and writing is divided into written writing and oral writing to compare. In some styles of writing, such as reportage, compare the similarities and differences between Chinese and foreign writing traditions. We believe that the essence of stylistic writing training is probably to establish a relationship between people's survival needs and articles-when people feel the close relationship between a certain style and their own existence, they may write articles in this style. So from the operational level, we divide writing into the following ten angles, and use these ten angles to direct different types of writing. These more than ten angles are: philosophical writing, religious writing, natural writing, emotional writing, imaginative writing, cultural writing, documentary writing, folk writing, scientific writing, daily writing, official writing and so on. Taking documentary writing as an example, its style can accommodate biographies, travel notes, interviews, oral conversations, judicial transcripts, documentaries, documentary TV films, diaries, reportage and so on. Taking nature writing as an example, it can accommodate plant observation logs, scientific experiment reports, descriptive essays, etc., so that students can get rid of symbolic nature writing with the theme as the first.
We put forward and promoted it in the same class, different ages and different occupations, and the effect is very obvious. The proposal, perfection, test and popularization of this theoretical system have the following obvious advantages:
1. shows theoretical openness. In every aspect, it shows the power of inclusiveness and shows the broad prospects for the development of style. Let students see the historical origin and vitality of style development. This can make people feel the inherent vitality of style, thus giving people a creative passion.
2. It breaks the rigid boundary between literature and non-literature, and makes literature and non-literature in a subtle transformation that can be grasped. It corrects the long-standing tendency that applied writing flatly rejects literariness.
3. It is fresh and dynamic, which is closely related to the life of the present era.
4. It doesn't specialize in writing style, but really teaches writing style, which is connected with the blood of life at the macro philosophical level, echoes with language and thinking breath at the micro stylistic and linguistic level, and goes deep into the experience level of human mind. In other words, at the training level, it has the power to integrate people's abilities, so that people's abilities can be implemented in energy and strength.
As the load of human life, writing class should lead students to make a spiritual journey in the long river of human civilization.
Fourth, turn the writing class into an innovative class with personality.
When writing is defined as "people's writing", writing means that people write articles and people write articles for others to read, then the standard to measure the writing level of a person and a group of people is dynamic and varies from person to person. Therefore, the standard of writing should be humanistic, and the evaluation of students' writing level should establish a dynamic personality mechanism. Has the student's writing level improved? The main criterion we measure is whether his writing has improved at the original level. Do you have any personality traits? Is it humanities? Is there a regional cultural content? Does it reflect a good sincere character? Does it have a sense of life?
These aspects are the primary criteria for judging, followed by the specific requirements of language and literature. Of course, this does not mean that the standards at this level are not important. Of course, there are standards for us to measure students' compositions, but this standard should be different from the adult articles published in professional journals edited and measured by professional writers. What is the difference? The difference is that this standard focuses on the stimulation of creativity and the development of personality. Our experience has several points.
1. Writing teaching, as literature education and aesthetic teaching, is an important aspect of improving writing level and is geared to all students. The writing and appreciation activities of teachers and students in teaching and learning point to the ultimate goal of developing people's personality, stimulating people's creativity and improving people's spiritual realm. Under this goal, every student needs positive affirmation from the teacher for as much homework as possible, instead of making negative comments frequently with a very stingy and harsh attitude.
2. Don't judge students' writing according to the comprehensive requirements of the article. We should grasp the main characteristics of students' exercises and affirm them. Some are good at philosophy and affirm philosophy; Some are good at fun, so they will be fun; Some languages are clever, vivid and naughty, which affirms the intelligence of languages. A poem or an article has its own characteristics and appreciation, the right to exist, the right to give and the right to affirm, which protects a student's passion, stimulates his creative enthusiasm again and gives him a starting point for loving writing. This starting point is very important. It is the seed of poetry. We can't replace students, but the seeds of writing art that we sow and care for can bloom beautiful flowers on the journey of students' life and career.
There is a wonderful passage in a poem, so you must believe it. A sentence in the article is good, I am sure of it. In short, if you use a word well, you must affirm it. None of them are good, but everything that can be written is good. Since you can't write poetry, you can write an essay instead. A bad poem can lead to a good article. Now is not good, it may be good to point out the direction of thinking and let students brew a rewrite.
3. Don't judge students by the requirements of adults, poets and writers. Most students are rarely influenced by perfect art and actively educated in writing art. They can put aside their timidity and pick up a pen to write, all taking great risks, which can be described as "going forward"! Be sure not to ask adults' requests. They are not writers, but lovers of naive writing, and they are also trying to find effective expressions.
Because of their age and experience, their works mainly show their childhood, hometown and budding youth affection, but of course they also have their own limitations. If measured according to the requirements of adults, its "sociality" deficiency is obvious. In the exercises of boys and girls, it is unrealistic to ask for too much "social significance" or express inner complexity. On the contrary, it is important to prevent his thinking from becoming too adult.
4. Encourage students to write more. Choose the best from many, and middle school students will gradually complete their understanding of self-instinct and improve themselves by writing too much. Don't rush to give some students an attribute and an evaluation, even in private and in heart. Students' writing is often unexpected, and good articles themselves are often completed by accident. Students write their secret feelings in poems, which is not necessarily a secret for adults, but it may be the most shameful thing for them. Respect students, and you don't have to recite praise publicly. But a separate interview can make students feel the teacher's concern and understanding for him or her.
5. The style of the article itself is varied, and students' preferences for the article are also varied. So there is no need to limit death. The evaluation of students' homework should adapt to different styles, change from body to body, and guide the situation.
In short, after the forbidden zone of writing teaching and writing is broken, we should also prevent the misunderstanding of evaluation. Every student has his own writing premise. As long as he makes a little progress on the original basis, this is development. Students' enthusiasm for writing is very fragile. Only when it is fragile, teachers should care for it with poetic love and patience, make it gradually stable and strong, and build a confident writing building in their hearts step by step.
As for this student, whether he can become a professional writer depends on his sociality, but our care will give him a pair of eyes that are good at discovering and a poetic heart. This is a healthy writing education that cannot be ignored.
Only the individualization of parity standard can realize the individualization of students' writing and the writing course can become an innovative course with distinctive personality characteristics.
Fifth, turn the writing class into a whole-process art class.
Accumulation, drafting, revision, editing and dissemination are all necessary processes in the writing process, so they are all the contents of writing learning. Traditional writing ignores the learning of editing and communication process, and even ignores the revision.
Writing class should not only teach people to write semi-finished products, but also pay attention to technical standards. We regard writing behavior as a complete and inseparable system, and pay full attention to revision, editing and publication. In the training mode, new writing and communication media such as recording, internet and television are introduced. Seize the important opportunity to introduce your talents and works in recommendation, publication and competition, and expand the social influence of Longdong college students' creation. In recent years, students have not only compiled class publications in departments and classes, but also published many works in provincial, municipal and county newspapers and won many awards. Students' writing enthusiasm is generally high, their writing ability is generally improved, and their writing volume is constantly rising. Writing itself is an art, and its artistry is reflected in all aspects of the writing process. As long as it is carefully implemented in teaching, good results can be achieved.
At present, the main problem in writing teaching is that the centralized teaching method has not been completely broken, and the development of students' writing ability is very uneven. Writing is only a course offered in the first year of college. From the second year to the fourth year, there is no continuous guidance and follow-up research on students' writing. Writing elective courses are not implemented, sometimes not. The communication and cooperation between teachers are not sufficient. The idea of setting up a writing class in the whole school is just a wish. The academic status of writing course in colleges and universities is low, and its teaching results are often not fairly recognized and evaluated. Writing teachers pay much more labor than other courses, and their labor and dedication need to be respected. But difficulties are not the reason why we stop teaching reform and make no progress. Even though there are many difficulties, we still insist on curriculum reform. After hard exploration, we have formed our own characteristics in theory, made some creative breakthroughs and achieved rich results in practice. On this basis, a large number of materials and excellent cases are sorted out to form a new type of college writing textbook with distinctive characteristics, integration of theory with practice, strong operability and strong liquidity.
Writing, whether before writing, during writing or after writing, is an aesthetic activity accompanied by pain and happiness. Man creates spiritual food for himself through writing. Writing approaches the highest realm of life freedom in the process from the use level to the enjoyment level. The writing teacher leads the students towards this goal together. The accumulation of painful and happy experiences in the process of writing can send students to the ideal realm of "super power". Only by implementing the characteristics of labor, thinking, spirituality and artistry of writing class, carrying out teaching in line with the law of writing, and realizing the double promotion of students' ability and spirit, can this ideal realm be realized.