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许多年来,附中的创作课教学一直以革命现实主义的创作方法作指导,通过从生活到创作全过程的体验,以构思、构图、完成创作的方式进行,取得过一些成绩。但是随着对附中特定教学层次的进一步认识,对创作内涵的深入理解以及对基础教学侧重面的把握,我们感到以前的某些提法和做法带有教条主义和经验主义的色彩,需要有较大的改进。例如,把附中学生的毕业创作当作四年专业学习的水平体现去对待,从思想内容到形式技巧都要纳入某些规定的框框之中,使“作品”得到普遍认同和赞誉,不但违背创作规律,也不是附中阶段基础教学所承担得了的任务,往往在学生“作品”的背后隐藏着力不从心和事与愿违。
For many years, the teaching of creative writing in the middle school has been guided by the method of revolutionary realism. Through the experience from the life to the whole process of creation, it has made some achievements in the way of conceptualizing, composing and completing the creation. However, with the further understanding of the specific middle school teaching level, the deep understanding of the creative connotation and the emphasis on basic teaching, we feel that some of the previous references and practices are dogmatic and empiricist, Big improvement For example, the graduation creation of middle school students should be treated as the level of four years of professional study. From ideological content to formal skills should be incorporated into the framework of certain provisions so that “works” are universally accepted and praised, which not only violates the creation Nor is it the task that the basic teaching attached to middle school attached to it. It is often hidden in the back of students’ work.