关于记叙文的界说和归属,历来众说纷纭,目前以至今后较长一段时间似乎也难形成共识。本文无意从文体学的角度就记叙文进行深入的探讨,只想面对中学记叙文教学的问题,从教材体系、作文教学、检测评估等角度对传统“记叙文”进行粗线条的审视,进而提出若干看法,以期引起讨论。 一 尴尬的处境 第一,记叙文定义的尴尬 依照传统的看法,记叙文分为广义记叙文与狭义记叙文(又称“一般记叙文”,即中小学生写的“记叙文”)两类。 There have been many opinions about the definition and attribution of narrative texts. It seems difficult to form a consensus for a long period of time from now on. This article does not intend to discuss the narrative text from the perspective of stylistics. It only wants to face the problem of narrative writing in middle schools. It will examine the traditional narrative text from the perspectives of the teaching system, composition teaching, testing and evaluation, and then put forward some views. To arouse discussion. The situation of a cricket First, the definition of narrative 尴尬 According to the traditional view, narration is divided into two categories: a broad narrative and a narrow narrative (also called “general narrative,” which is a narrative written by elementary and junior high school students).