自成系统走向理性（From self to system to reason）.docVIP

自成系统走向理性（From self to system to reason） From self to system to reason Author: Li Yushan Middle school writing training has the following several general non normal: one is nothingness, a semester, students will write one or two essays, teachers guidance and comments is extensive; the two is the low level of repetition, from high to high school, training content with the guidance of teachers lack of reasonable gradient; three is a simple utility, the examination of strong color, only in patterns, routines, skills and other aspects of work. The emergence of this situation, in addition to the teachers lack of attention to writing training and cognitive deviation, and other reasons, the teachers own professional level of writing teaching is a low line state is the crux of the problem. That is to say, teachers do not want to do well in writing teaching. But really do not know how to do well. So, to get out of non normal circle, enhance teachers writing literacy and the development of curriculum resources is the fundamental strength. First, the self into system. About writing training in the textbooks is the system (a scatter, but the content of the material distribution) after all too macro summary, so teachers of writing curriculum resources to enrich and refine, has become the basic premise of writing training of normal and effective. If the teacher writing their own understanding of relevant content is still in a vague and chaotic state, or just like according to the inherent accumulation and cloning of related writing tips, that he had done to guide students or comments can also play a big role? Writing nothingness and low level repeat the root cause lies in the lack of teachers professional accomplishment. From this point of view, it is necessary for teachers to develop self and systematic in their writing training. This system to balance the macro and micro two, macro refers to have a clear understanding of the teaching section of each grade of writing training ta