—— Experimental Report on the Course of Small Paper Writing in the Middle School Affiliated to Peking University

Li Yude

Executive summary:

The short essay writing and defense course, which was set up in the late 1970s, developed in the 1980s and started to be scientific in the 1990s, carried out the student-centered educational thought and fully mobilized students' enthusiasm for autonomous learning. The function of this course is to cultivate students' thinking ability, questioning ability, self-study ability and the ability to collect scientific and technological information, cultivate students' strong interest in learning, improve students' college entrance examination results, and also cultivate teachers. The experiment is scientific, innovative and applicable. Now this course has had a preliminary social impact and has been extended to some brother schools.

Keywords: independent thinking ability

Since 1979, the teaching of thesis writing and defense has begun in the middle school attached to Peking University, and the course of thesis writing has gradually formed. The offering of this course is an integral part of teaching and scientific research for teaching reform under the guidance of the Party's reform and opening-up policy. It has been included in the teaching plan of our school and has become a compulsory course for all senior high school teachers and students, and the students' composition scores are recorded in the students' achievement books. Later, this experiment was included in the "Eighth Five-Year Plan" teaching and research project in Haidian District, and became the key project of teaching and research in Haidian District. Now, this experimental work has achieved initial results.

First of all, the questions raised

The late 1970s was a period when China set things right. The disadvantages of Chinese teaching at that time were as follows: First, Chinese was taught as a political course, ignoring the study of Chinese knowledge and the cultivation of Chinese ability. It leads to the decline of students' Chinese level, which seriously affects the study of other courses and the growth of students. Second, there is still a tendency to attach importance to reading and writing while ignoring listening and speaking ability. Students can't say a few words without a class, and their ability to adapt to social life in the new era is very poor. Thirdly, in composition teaching, a model has always been adopted, in which teachers give full play to their strength on average, that is, students are assigned to write several compositions each semester, and then they are evaluated after correcting them. The sameness of articles is not conducive to the development of students' personality. Fourth, secondary education is seriously out of touch with higher education. Middle school education does not prepare students for writing papers in the future, and students can't write papers when they enter colleges and universities. In order to correct these deviations, Mr. Zhang Xiong, the head of the Chinese teaching and research group at that time in our school, advocated the teaching of essay writing and defense. Through this activity, the tools of Chinese class have been restored and students' ability to use Chinese correctly, especially their listening and speaking ability, has been improved. Through this activity, the average use of strength in composition teaching has been changed, forming a climax in composition teaching, allowing students to write and revise repeatedly, from which they can realize the hardship and fun of composition, and also change the situation that composition lacks individuality; Through this activity, we will explore the connection between middle school education and higher education, and explore some experience of the connection. To do all this, we must give full play to students' autonomy, initiative and creativity, which is very important for the cultivation of talents. Teacher Zhang Xiong's suggestion received enthusiastic response from the students. Teaching of essay writing and defense from 1979.

Second, the foundation.

To carry out this activity, we have a theoretical basis, teachers and students.

(A) theoretical basis

1, the student-centered educational thought is our theoretical basis.

Since the founding of New China, China's education has made great achievements that attract worldwide attention. Not only has it trained the most talents in the world with almost the least education funds, but it has also improved the quality of education. The quality of education in middle schools in China is among the highest in the world. However, there are also serious differences on how we should run education, such as who is the center or subject. One understanding is that teachers should be the center and teachers should inject knowledge into students' minds. Students are in a passive position to accept knowledge, so teachers will "fill the classroom"; One kind of understanding is that students should be the main body, and teachers should mobilize students' enthusiasm and guide them to accept knowledge actively. We are in favor of the teacher-led and student-centered educational thought. Only by taking students as the main body and teachers as the leading factor can we fully mobilize students' initiative in learning, make their learning active and cultivate their creativity. The teacher-centered cramming teaching will only bind students' minds, make them lose interest in learning and regard learning as an unavoidable painful burden. One of the important reasons why our country has not trained more high-quality talents, let alone Nobel Prize winners, is that the teacher-centered theory is at work. We believe that the writing and defense of short essays can greatly arouse students' learning enthusiasm and give full play to their initiative and creativity, which is a good means to implement the student-centered educational thought.

2. Ability is more important than knowledge, which is another theoretical basis for us.

We believe that knowledge is the foundation of ability. With certain knowledge, we can cultivate the thinking ability of generalization, induction, classification, association, difference, analysis, synthesis, deduction and migration, as well as the ability to deal with various things. The more you know, the more intense your thinking activities will be; The more you think, the more you will induce, analyze, induce, deduce and migrate. The center of ability is thinking ability; The stronger your thinking ability, the better your other abilities may be. Without proper extensive knowledge, it is difficult to form ability. For example, if knowledge is too narrow, generalization is incorrect, deduction is incorrect, classification is unreasonable, and migration is difficult, so knowledge is important. But ability is more important than knowledge. Because knowledge can be obtained at any time, and the cultivation of ability takes a long time; With the ability of autonomous learning, you can gain more knowledge. In the process of solving practical problems, a staff member's knowledge can provide guidance and reference for solving practical problems, and his ability is related to whether he can use what he has learned to solve problems, whether the problems are solved well or not, and whether the work quality is high or not. The writing and defense of short papers are catalysts for transforming knowledge into ability. Through this activity, we can cultivate students' ability to collect scientific and technological information and other materials, as well as their thinking ability, listening, speaking, reading and writing ability.

3. Learning from each other is also our theoretical basis.

Teachers are in a dominant position and have a great responsibility to educate students. "The key to education lies in teachers", more precisely, the key to education lies in the level of teachers. The ancients in China all knew that "a teacher is easy to seek, but a teacher is rare." There are many teachers who can teach independently, but it is very rare to be a teacher who can train talents. Our teachers should be able to cultivate all-round talents and be "teachers". German educator Dostoevsky (1790 ~ 1866) said: "Good teachers give up the truth again and again, and good teachers teach people to discover the truth." A good teacher should take students as the main body and teach them to understand, learn and discover. Teachers should be role models for students. They love knowledge, study and their work. Leading by example to educate and infect students is the most important teaching, which is more powerful than oral preaching.

However, "educators must be taught first." Teachers must be good at learning from students. The enthusiasm and enthusiasm of students in writing and defending also deeply educated teachers. In order to guide students to choose topics, correct small papers and guide defense activities, they all need to learn from students and learn from each other. As long as you read those scientific papers with extremely rich contents, teachers will gain a lot. We learned a lot of new knowledge and new concepts from students.

(B) the basis of teachers

Is it possible for teachers in our school to guide the writing and defense of small papers? Do they have a foundation in this field?

Teachers in our school love education and students, and have strong professionalism. They can fully implement the Party's educational policy and the principle of "laying a good foundation, cultivating ability, developing personality and improving quality". So as long as they are mobilized, they will definitely participate in this activity with a considerable amount of labor. The teachers in our school have a high academic level and a wide range of knowledge. They can carry forward the study style of "diligence, preciseness, realism and innovation" of Peking University, and have a good scholarship. They are good at questioning and asking difficult questions, seeking truth and being pragmatic in teaching, forming an academic atmosphere of letting a hundred flowers blossom and a hundred schools of thought contend, and creating eclectic teaching methods.

Many of them are influential teachers in Haidian District, Beijing and even the whole country. Our junior high school teachers are conscientious and down-to-earth, paying special attention to the teaching of basic knowledge, laying a good foundation for students, while senior high school teachers are willing to learn and explore. Such a teacher is fully capable of guiding students to write and defend small papers.

(3) Student Foundation

Do our students have the basis for writing and defending small papers?

We think this is feasible. First, they live in the era of reform and opening-up, national construction is booming and the economy is developing rapidly. Society requires them to have the ability to collect and sort out scientific and technological information, new knowledge and the ability to adapt to modern social life. So they have a social environment for writing small papers and defending. Secondly, our school has an atmosphere of striving for progress, an atmosphere of exerting autonomy, initiative and creativity, a group of high-level teachers and a group of high-level parents, which creates a good small environment for students to write and defend. Third, the students in our school are of good quality and have a wide range of knowledge. They are willing to learn, like to debate and discuss, and have their own opinions when they encounter problems. They don't like to just memorize, and they don't like to accept other people's opinions without thinking. Therefore, we think that students are fully qualified to write small papers and defend themselves.

With this understanding and such teachers and students, we will have the basis for writing and defending small papers, and we will be able to open up a new world for students.

Third, the process

(A) the development process of thesis writing course

We have started this activity since Mr. Zhang Xiong put forward the suggestion of essay writing defense.

But not long after, this activity was opposed by some parents, who thought it would affect the results of the college entrance examination, so we had to suspend it temporarily. In the 1980 s, we saw that students were under great pressure in exams and their independent activities were suppressed. Letting students memorize to prepare for the college entrance examination and senior high school entrance examination will hinder students from learning really useful knowledge, reduce their thinking ability and restrict the cultivation of oral expression ability. Students write articles according to a pattern, and the stereotyped and one-sided composition can never be changed, and the state of being out of touch with higher education remains the same. From the first composition writing and defense, we realized that this activity can give full play to students' autonomy, initiative and creativity, and it really opened up a new world for students' autonomous learning, so we persisted in this work. Even in May of 1989, after Zhang Xiong was transferred, senior high school teachers in the Chinese group always worked overtime to engage in this activity. Teacher Wu Zuxing has made great efforts in this work, not only guiding students' writing and defense wholeheartedly, but also editing and publishing two Selected Papers of the Middle School Attached to Peking University. He also began to organize larger-scale writing and defense activities, and introduced the situation to his brother schools, so that this activity began to go to society.

In 1990s, in order to meet the needs of training outstanding talents in 2 1 century, we discussed the characteristics of talents needed in the future. The future society is an information society, and the talents needed at that time, especially scientific and technological workers, must be good at collecting and sorting out scientific and technological information, including being able to write scientific and technological papers and other papers quickly; In order to use modern communication equipment, good eloquence is needed. To this end, we insist on writing small papers and defending, sum up some experience, and fix this activity as a course. Since 1993, the scores of students' papers have also been recorded in the students' grade books. Teacher Shen Kun also pushed this work to the scientific track, and began to conduct detailed investigation and statistics, including how many books and newspapers students read, how much time they spent writing, and how many words each student wrote. We also extended this activity to the whole school and invited teachers from all subjects to guide students' composition. Soon after, the teachers of physics, chemistry, politics, history, geography, biology, foreign languages, physical education and other courses in senior high schools all took the writing of small papers as one of their own courses. We also promoted this activity to the society. On the one hand, we ask some parents to guide students to write small papers, on the other hand, we publicize them to the society. For example, we invited leaders of Haidian District and teachers and students from brother schools to come to our school to guide and observe the defense activities of small papers, and also went to brother schools such as the Middle School Attached to Renmin University and Yanqing Middle School to defend, and also wrote some articles to publicize to the society.

(two) to guide the writing and defense process of small papers.

We disapprove of the teacher-centered theory and advocate the student-centered theory, but this does not mean that we do not attach importance to the leading role of teachers. In the whole process of thesis writing and defense, teachers are always in a dominant position, becoming the director, commander and organizer of thesis writing and defense.

The writing and defense of the thesis can be divided into seven stages.

1, startup phase

As soon as high school students enter school, we will say hello first, so that they can have preliminary psychological preparation for writing and defense. Before the end of senior one, make specific arrangements to explain the significance of this activity, let them use their summer vacation time to start collecting information, and teach them to write cards, newspaper clippings and take notes. In particular, explain the difference between argumentative writing and expository writing, so that they can learn to establish arguments and find arguments.

2. Collection stage

Students use the summer vacation and the time after the start of the second grade to read a lot of books and newspapers and collect information extensively. According to the incomplete statistics of 1996, the reading volume of students in each teaching class exceeds100000 words. Each student reads about 220,000 words of books and newspapers on average, and each student makes 20 cards on average. 1994 students, some classes, each made 300 newspaper clippings.

3. Training phase

With the materials, students should be trained, and 2 ~ 4 class hours should be set aside to teach students how to classify, summarize, induce and deduce. For example, some teachers put two very similar materials together to train students to find the same point; Some teachers put two unrelated materials together to train students' associative ability. After short-term training, students have further mastered the method of summarizing arguments from specific materials. Then, spend another two hours to train students to master the writing method of argumentative essays, and ask them to ensure that their arguments and arguments are properly coordinated and demonstrated. Some teachers look for model essays and use them to lead the way.

4. Topic selection stage

At the end of the training stage, students will be assigned questions and explained the matters needing attention. After the students choose the topics, they all give them to the teacher for review. The teacher found that some topics were too big, such as the development of family structure in China, and some topics were too small, such as the "ambition" in "The Hill of the Chief Father", and the teacher corrected them. Some students are very serious, in addition to handing in topics, they also hand in alternative topics. After handing in the questions for the second time, I entered the writing stage.

5. Writing stage

Let the students write the outline of the paper first, then the teacher will check it one by one and correct the defects of the outline (often the central argument is not clear, just list the facts), and then the students will start writing. After the first paper was handed in, the teacher carefully corrected it, and pointed out the shortcomings of the paper through the whole class's comments and individual conversations, mainly because the central argument was unclear, or the argument was not properly matched with the argument, lacking argumentation, and sent it to the students for revision. After the second submission, the teacher revised it again and the students revised it again. Some papers were revised three or four times before they passed the teacher's "appraisal". According to our statistics, it takes an average of 36 hours for each student to write a paper, and the average number of words in each paper is 4500 words.

6, the defense stage

Last semester of Senior Two (I was in the second semester of Senior Two, but later I moved up to avoid the exam), I had a Chinese class for about 4 weeks, which was divided into three steps. First of all, 2 ~ 4 class hours are used for group presentation and defense, so that every student has the opportunity to make a presentation and defense. After the group defense, 2 ~ 3 students are selected to participate in the lecture defense of the whole class. Then use 14 class hours to carry out the whole class presentation and defense activities. This is the most enthusiastic time for defense. Students have a strong sense of participation, scrambling to speak and argue, sometimes to the point of "quarreling". In each defense, the students who speak always account for more than 80% of the total number of students. After the class defense, it will take 2 ~ 3 hours to hold the whole grade lecture defense meeting. Sometimes, the propaganda defense meeting throughout the year, inviting students who are willing to participate in the whole school or inviting parents to participate, has formed a very warm situation.

7. Extension phase

In the extension stage, let the students write the sidelights of attending the defense meeting, and then let the students write the postscript. Ask the students to write the sidelights of the whole grade defense meeting. Students must pay great attention to the defense situation, carefully observe the movement of the venue, carefully pay attention to all kinds of questions and answers, and pay attention to the emotions when asking questions and participating in the debate. In the postscript, students tell their own experiences, sum up their own gains, and consolidate the achievements of writing and defending scientific papers.

Fourth, the effect analysis

Carrying out such activities is a successful ideological education for students. In this kind of activity, students realize that investigating and consulting materials is the basis of doing this activity well, which is a vivid materialist education in itself. In the process of studying problems, students have initially realized the hard work of scientific research and realized that building the motherland in the future will require lifelong energy. They often talk about this experience in the postscript. Taking such a class is a very vivid ideological education for students, which is much more powerful than simply preaching. In addition to the effect of ideological education, the following effects have been achieved.

(A) to cultivate students' ability

Carrying out thesis writing and defense activities has cultivated students' various abilities, the most important of which is the following.

1, the ability to collect scientific and technological information and study problems.

Students should collect scientific and technological information and various materials extensively if they want to write scientific and technological papers and defend themselves. Immediately after the Gulf War, students collected information and pictures of the latest American fighter planes from the scientific research department in China, and wrote papers to give lectures. In order to study the problem of a comet hitting Jupiter, the students collected a wide range of reports at home and abroad and wrote the Enlightenment of a Comet Hitting a Tree. In the process of collecting scientific and technological information, students realized the fun of collecting scientific and technological information, learned the methods of collecting scientific and technological information, and initially cultivated their ability to collect scientific and technological information.

This activity also initially cultivated students' ability to study problems. Under the guidance of teachers in various subjects, students not only consult information, but also often conduct social surveys to obtain first-hand information. Because their knowledge has been expanded and their thinking ability has been developed, they can sum up, summarize, analyze and synthesize, and then they can seriously study the problem. For example, when the political teacher arranged to write a paper, Andrew investigated the newsstands in Haidian, analyzed and studied what kind of newspapers residents like to buy, and put forward his own opinions. We don't expect middle school students to have any original opinions, so we always call students' papers "small papers", but some students do ask questions that have not been discovered by predecessors. For example, in the article "Some Personal Opinions on the Distribution Law of Jupiter's Satellites", it is proposed that the distribution law of Jupiter's Satellites is the same as that of planets in the solar system. In the 94th Xiang Yan, the reasons for the illusion were studied and the concept of "vision" was put forward. As far as we can see, these problems have not been raised by predecessors.

2. Thinking ability

After collecting a large amount of data, students need to analyze, summarize, classify, classify, generalize, synthesize, deduce, compare, analogy, seek differences, associate, migrate and screen ... in order to form their own theme ideas and choose appropriate arguments. By summarizing and comparing, "On Why China's Modern Poetry Didn't Pass Down" finds out the reasons why the society doesn't attach importance to poetry and the poet's artistic level is not high. Coinage and inflation in ancient China, through association and generalization, show that the expansion of copper coins mostly occurred in the period of war, famine and profligacy of the ruling class. These papers prove that students' thinking ability has been greatly improved.

3, the ability to ask questions

The ancients in China especially advocated "question". "The Analects of Confucius for Politics" said: "If you know much, you have problems in your heart, and you keep them in your heart." Liu Kai of the Qing Dynasty said: "A gentleman's knowledge must be easy to ask. Ask and learn, go hand in hand, don't learn and don't doubt, don't ask and don't know. " Our ancestors created the word "Xue" and linked it with "Wen" because "Wen" played a great role in "Xue". Einstein also thought that asking questions is half the solution. In the process of defense, students must ask questions to the readers of the thesis. A student's problem will cause a group of students' problems. "Asked how to learn from each other's strengths, the so-called cross-examination is difficult." (ditto) Asking questions stimulates the interest in asking questions, enhances the courage to ask questions, and cultivates students' questioning ability.

4. Self-study ability

Tao Xingzhi (189 1 ~ 1946), a famous modern educator in China, said: "I think a good teacher is not teaching, not teaching students, but teaching students to learn." ("Collected Works of Tao Xingzhi", page 14) Because a person has very little time to study in school all his life; If you want to contribute to society, you must insist on self-study after graduation. Therefore, it is much more important to cultivate students' self-study ability than to just teach students knowledge. The writing and defense of small papers never leave the cultivation of students' self-study ability. They collect information, analyze and summarize, and ask questions themselves. In a word, they have played their autonomy and gained a lot, from which they have realized the benefits and hardships of self-study and learned many methods of self-study.

5. Comprehensive language ability

The Chinese syllabus requires that Chinese classes cultivate students' listening, speaking, reading and writing abilities, which is comprehensive. In the current Chinese teaching, the bias of emphasizing reading and writing over listening and speaking is very serious. The writing and defense of small papers have indeed achieved the goal of comprehensively cultivating students' Chinese ability. Students' writing level has been greatly improved. In the 1980s, Haidian District published Selected Compositions of College Entrance Examination every year, and the compositions of students attending the college entrance examination in the Middle School Attached to Peking University always accounted for one quarter to one third. 1In the winter of 988, a Chinese competition was held in Beijing. Students from six schools get together to take the final exam, and they write their compositions on the spot. Students from other schools have just written a beginning. The students in the middle school affiliated to Peking University have handed in their papers and read their compositions fluently. Students from other schools didn't score on their compositions, but students from the middle school attached to Peking University got double marks on their compositions. During the period of 1994, more than 30 papers won prizes in Haidian District, Beijing, of which 4 won the first prize in Beijing and 1 won the first prize in China, so the author also won the Silver Sail Award. In addition, in the process of defense, we must pay attention to others' reading and asking questions, and we must participate in discussions and debates, so that our listening and speaking ability has been exercised. 1in March, 1990, Comrade Bin Liu, vice director of the State Education Commission, led a delegation to the middle school affiliated to Peking University to investigate the teaching situation. After a discussion with the students, several leading comrades said, "The students in this school can really talk!" Some students can speak for 5 minutes, 10 minutes or even longer without taking notes and materials, and some students can speak for more than an hour.

We have investigated more than 20 graduates who have been promoted to institutions of higher learning in our school, and they all agree that the essay writing and defense course during their study in the middle school attached to Peking University has enabled them to initially have the ability to write papers and laid a good foundation for writing papers in institutions of higher learning.

(B) greatly stimulated students' interest in learning.

The writing and defense of small papers can appropriately expand students' knowledge. In the process of writing and defending, students read a lot of books and newspapers, and gained a lot of knowledge outside the classroom, which can be seen from the titles of students' scientific papers: Some Personal Opinions on the Distribution Law of Jupiter's Satellites, Coinage and Inflation in Ancient China, Elegant Taige Ci Style-On Yan Shu Ci, The Progress of China's Ancient Science and Technology from the Development of China's Ancient Weapons, and The Moon is the Tenth Planet in the Solar System. The students' composition completion rate per session is 100%, which is higher than the usual composition completion rate. Zhang Siming, a math teacher in our school, one of the top ten young people in Beijing, arranged for students to write math papers during the summer vacation, which aroused students' great interest and made greater gains in math learning. In our school's sports culture festival, in addition to holding sports meetings, we also have to defend small papers, which also improves students' interest in learning sports. Some students have experienced the fun of autonomous learning in the process of defense, and have the fun of seeking knowledge, so they automatically insist on reading a lot, often writing cards and learning all kinds of knowledge. On the basis of extensive reading, some students concentrate on learning a certain knowledge, develop their own personality and prepare for choosing their own major in the future. Some students "write a paper for life". For example, Wang Jing, a classmate of the class of 85, wrote "Talking about Psychotherapy" and later passed the medical school. There are many such examples.

This activity will not lower the results of the college entrance examination as some people worry. On the contrary, it improved the college entrance examination results. Because of backward equipment, dilapidated houses and high level of students, high school students recruited every year rank seventh in Haidian District, and sixth when they are better. However, the total score of college entrance examination is often the second or third place, and the score of 1996 Chinese college entrance examination is the first in the whole region.

It is precisely because of students' high interest in learning that students in our school have won high rankings in various competitions. From 1980s to 1990s, in international competitions for middle school students in mathematics, physics, chemistry, foreign languages, informatics and biology, * * * won 8 gold medals, 4 silver medals and 1 bronze medal, accounting for 37% of the total medals in international competitions for middle school students in Beijing. Over the years, 98 people won the first prize in Beijing Science Competition, accounting for 19% of the total number of winners in Beijing. The achievement of these achievements has something to do with our school's implementation of the student-centered educational thought, opening up a new world for students' autonomous learning, and developing thesis writing and defense work.

(3) Training teachers.

Teachers and students have gained as much as students in writing and defending scientific papers. In order to teach this course well, teachers must often read books and newspapers extensively and learn new information. For their own professional knowledge, but also need to continue to learn, so that their level continues to improve. This course encourages teachers to pay attention to collecting information and studying educational problems, and pushes the course of small thesis writing forward continuously. Teachers in our school often write papers, publish them in national newspapers, and publish many books. According to the statistics of 1994, there are 17 teachers in the Chinese language group, among whom 6 teachers have published works of more than one million words (excluding exercises, composition selection and evaluation, etc. ), including 2 articles with nearly one million words. Except for two young teachers who have just joined the work, others have published works of tens of thousands to hundreds of thousands of words. Other teachers in our school have published many articles and works. Inspired by students' compositions, Li Yude, a special Chinese teacher in our school, published the first grammar of Chinese for science and technology in China in 1985 and the first rhetoric of Chinese for science and technology in China in 1987. He taught in the science experimental class and was warmly welcomed by the scientific and publishing circles. These two books have become a must-read for many science and technology publishing houses. Wang Ying, a young teacher who has only worked for five years, published "Seeking Differences from Similarities, Seeking Common Ground from Differences-The Application of Comparative Teaching Method in Chinese Teaching" in the eighth issue of the most authoritative middle school Chinese teaching magazine 1996, which exerted great associative ability and linked Chinese teaching with mathematics teaching and foreign language teaching.

(4) Contributing to society.

We were invited to the brother school to defend our thesis. At present, middle schools affiliated to Renmin University, Tsinghua University, 10 1 middle schools, Bayi schools, etc. Have written and defended small papers. The writing process of scientific papers has a preliminary social impact.

Two volumes, Selected Essays from Middle Schools Attached to Peking University (Beijing University of Posts and Telecommunications Press 1993, Peking University Press 1995) and Selected Excellent Argumentative Papers from High Schools (Polytechnic University Press 1996) have been published, among which Selected Excellent Essays from Middle Schools Attached to Peking University (Golden Shield Press 65436).

Around the process of writing scientific papers, teachers have also written a large number of papers. For example, Teacher Li Yude's On Writing Essays was published in Beijing Teachers on Writing Teaching (People's Publishing House, 1993), and Teachers' Lecture published a guide to writing argumentative papers (Shanghai Education Publishing House, 1995), all of which explained or recorded the writing guidance of the papers in detail. Teacher Wu Zuxing's "Attempt to Write a Small Paper" was published in the 6th issue of Educational Science Research 1995, and "Opening up a New World of Composition Teaching" was published in the 6th issue of Chinese Teaching Newsletter 1995, which not only introduced the new ideas of composition teaching, but also introduced the process and methods of guiding composition writing in detail. These papers have also contributed to the reform of Chinese teaching in China.

Verb (abbreviation of verb) conclusion

Thesis writing course is scientific, innovative and applied.

Thesis writing course is scientific. Our theoretical basis is reliable. Facts have proved that this course has really opened up a new world for students' autonomous learning and is an effective means to mobilize students' autonomous learning. In this kind of study, students not only expanded their knowledge, enhanced their abilities and developed a strong interest in learning, but also improved their academic performance, creating good conditions for further study and future work, with remarkable results. This course also trains teaching staff, urges teachers to keep learning new knowledge, and explores new ways of educational reform.