2. Talking too much about the basic methods of revising the composition will only be too complicated.
Let me quote a sentence, hoping to help you.
"Composition means what you think, just say what you think."
The purpose of the revision is to improve on the basis of the original work, and if the original work is dogtail grass, I don't think it is possible to make roses no matter how "adding, deleting, changing, adjusting, changing and staying" ... Of course, I'm not saying that my friend said it badly, I'm just making a supplement.
A good composition often needs no revision, because it has already melted into the author's mind.
In short, the composition depends on words, on the expression of true feelings, not on revision.
3. How to improve the practical writing level of secondary vocational school students? 1. Analysis of the reasons for the poor practical writing ability of secondary vocational school students 1. Practical writing itself has many languages, and most of them are very complicated, which is not as interesting and vivid as other literary writing types. In the minds of most secondary vocational school students, practical writing can be described as boring and difficult to write, and teachers do not have much room to play in the process of explanation, so practical writing is unwilling by both teachers and students.
2. Practical writing teaching system in secondary vocational schools. Many secondary vocational schools have not set up special practical writing teaching courses, and there are no systematic and independent practical writing teaching materials. However, the commonly used teaching materials for practical writing are often lack of continuity and systematicness. It is difficult for students to speak practical writing knowledge well in the process of learning practical writing, and the teaching hours are less and the teaching schedule is unreasonable, which greatly restricts the improvement of students' practical writing level. 3. Teacher factors First of all, the teaching difficulty of practical writing itself and the lack of systematization in practical writing teaching in secondary vocational schools make teachers lack attention to practical writing teaching in consciousness; Secondly, in the traditional teaching process of practical writing, the teaching methods used by teachers lack diversity and flexibility, and they pay too much attention to theory and neglect practice, ignoring the combination with society and students' reality, which is also an important reason for the poor teaching effect of practical writing.
4. Student factors The language foundation of secondary vocational school students is generally low, and the writing foundation and written expression ability are naturally included. And in the eyes of many secondary vocational students, just learn yourself well.
4. Practical writing, modify this notice.
In order to let students know more about the great changes in our school since the reform and opening up, the College History Society held a "Tour of the School History Museum". This activity is explained by a special person and vivid. I hope that the majority of students will sign up!
Activity time:1October 26th afternoon 165438+2:30~3:00.
Venue: basement 1 of the library.
Meeting place: east gate of the library.
Registration method: I register now and send my name and contact information to 15 1xxx (Korea) or 15 1xxx (Li) by SMS.
Deadline for registration:1noon on October 26th 1 12: 00.
Tel: 15 1xxx (Korea), 15 1xxx (Li)
College history society
Xx year 165438+ October 23rd.
5. How to modify the manuscript? Ancient and modern writers attach great importance to the revision of articles.
From literary masterpieces to ordinary practical writing, it needs to be revised. Tolstoy's Resurrection has been written for 30 years, and the skill of writing "is not actually the skill of writing, but the skill of deleting bad places". A writer without self-confidence will never dare to write, and even if he does, he will never become an article.
The key to the article is the first draft. When you have inspiration, you have to do it in one go. When you have a complete theme, you have to make fine changes. Understand the meaning of modification in theory: 1. Revision is the last task to complete the article. Only by careful revision and careful revision can the article be complete and successful.
2. The process of modification is a process of repeated processing and tempering. 3. Modify inappropriate words, words, sentences and paragraphs that can correct mistakes, so as to achieve the purpose of eliminating the rough and keeping the fine, correcting the mistakes, eliminating the bad and keeping the good.
There are usually several ways to modify a manuscript: 1. Read the full text carefully and correct typos and omissions while reading. 2. Review the theme, materials, structure and language from a macro perspective.
3. From the third party's point of view, what are the unsatisfactory aspects of your own article review? 4. Consider and modify words, words, sentences and paragraphs from a micro perspective. The main methods of revising the manuscript are: checking opinions, materials, structure, language and words to improve the ability of revision; Learn famous books or manuscripts.
Learn from experienced authors or editors of newspapers and publishing houses. Revise your articles frequently and pay attention to summing up.
Try to help others revise their articles and gain experience from them. If it is a useful article, please ask a famous teacher to revise it to make a good article.
If it is a personal creation, a famous teacher's revision will help to improve his writing level to a certain extent, but sometimes the revised article will deviate from the original author's thoughts. Learn from, imitate and integrate your own creative ideas, and gradually improve your writing level.
This is not easy for me to classify, so I made a temporary guest appearance, hehe.
6. How to teach students practical writing in vocational schools With the continuous development of rural economy, practical writing is increasingly widely used and its role is more prominent.
The course of practical writing has been paid more and more attention by society, schools, teachers and students. However, in actual teaching, this style of writing is professional and pragmatic, the format is fixed and consistent, and the language is plain and standardized, which inevitably appears monotonous, boring and unattractive, and it is even more boring for teachers to teach and students to learn. In view of this phenomenon, the author combines practical writing teaching with students' study, life and practice to stimulate students' interest in learning, change passive learning into active learning and improve learning effect.
The specific methods are as follows: First, practice first, then explain, and cultivate interest. Practical writing has a fixed format and a standardized language, which is very procedural. If the stylized teaching method of basic format → writing requirements → example analysis → writing training is adopted according to the general steps, students will be very boring to learn, their thoughts will be easily distracted, their understanding will not be profound, and their memory will not last long. Often, just after learning in the front, you can't practice in the back.
In view of the memory characteristics of adults, the author thinks that we should stimulate interest first, so that students can find the shortcomings first and learn in practice. That is to say, before teaching new knowledge, homework should be arranged first, so that students will have a desire for knowledge because of confusion in the specific operation process, arouse interest and take the initiative to seek knowledge.
For example, before teaching a certain style, homework should be assigned: let students write personal study plan, work plan, application for joining the party and year-end summary in combination with the actual production and life; Special vegetables market demand and new technology promotion research report: write advertisements and instructions for your products; Write a recommendation letter to an organization; Sign grain purchase and sale contracts with factories and so on. By asking students to use their brains to write first, they find some shortcomings, some don't write the name of the other company, some are in the wrong format, and some are unclear. Then they publish the model essay and correct their mistakes themselves. Teachers in doubt will take advantage of the situation and answer on the spot.
Second, combine the reality, from the shallow to the deep. If you just copy the principles and theories in the book intact, students will get bored and can't understand them. Therefore, to "simplify the complex" is to turn "more" into "less".
Since what you learn should be close to life, teachers should handle teaching materials well in practical writing teaching. Some knowledge is very important to understand the characteristics of this style, but too much theoretical knowledge will only solidify the minds of farmers and herdsmen, and only by learning in practice can we master knowledge.
Therefore, practical writing teaching should try to simplify the complex, teach students the simplest writing methods, spend more time for students to practice, and then further clarify the problems that should be paid attention to when commenting on works. From the perspective of cognitive law, it is difficult for theoretical students who teach directly to really understand, and they are more impressed by the experience or lessons in practice.
For example, when teaching the style of "plan", let students know the purpose and characteristics of the plan through the model essay, and tell them that as long as your article has "objectives, tasks, measures, methods" and "specific steps", it will meet the requirements. So the students used their brains and began to write "study plan", "work plan", "annual plan for family expenses" and "plan for growing grain" one after another.
But after handing it in, I found that many people's plans are out of touch with "goals" and "measures", or "the steps are too abstract to be implemented" Then, aiming at these problems, the author puts forward some suggestions for modification.
Only by simplifying the most complicated theories and making students feel "easy" can a teacher dare to practice and be willing to practice. Finally, by summing up the shortcomings in writing practice, we can master the knowledge and improve constantly.
Third, the use of multimedia for practical writing teaching can be carried out by using multimedia in series. It is intuitive, vivid and interesting, and can effectively improve students' learning efficiency. The combination of sound, color and painting in teaching can easily arouse the excitement of students' brains.
Let students operate on the computer, perceive, understand, consolidate and apply in step-by-step practice, and then form their abilities. Set up a database in the computer and store the students' homework in it. Students can read a classmate's work at will, and students can exchange and revise it with each other, which is conducive to cooperative learning and improvement.
7. How to conduct etiquette education in practical writing teaching in secondary vocational schools? As a practical style, practical writing is an indispensable writing tool for dealing with affairs, communicating relations, contacting work and negotiating business.
In the current situation of increasingly fierce employment competition, it is very necessary to carry out practical writing teaching to improve students' comprehensive professional quality. Especially secondary vocational school students, after three years of study, will directly face the process of choosing a job and getting employment, so it is timely to strengthen practical writing.
However, due to various reasons, the practical writing effect of secondary vocational school students is not ideal. Firstly, it analyzes the present situation of practical writing of secondary vocational school students. Writing ability is a very important content in Chinese literacy and a concentrated expression of Chinese ability.
However, practical writing is the weakest link in Chinese teaching in secondary vocational schools and is not valued by teachers and students. The main reasons are as follows: 1. student Secondary vocational school students have weak cultural foundation and poor writing ability, and mistakenly think that the theory of practical writing course is very simple and there is nothing to learn. They just applied some fixed patterns, but they understood them as soon as they read them, and they were wrong when they talked about them.
In addition, secondary vocational school students lack a full understanding of the future and think that their purpose is to study majors. They haven't set foot in the society yet, and they can't see the close relationship between practical writing and future work. Lack of basic understanding of the importance of practical writing, unclear learning purpose, lack of learning initiative, and poor learning and writing results.
For many years, there has been such a situation in the school: some secondary vocational class cadres with excellent Chinese achievements and some activists who have joined the party have written application styles such as student work plans, activity posters, activity requests, application forms for joining the party, and ideological reports, which are full of loopholes and obvious stylistic problems. HowNet China HowNet Paper Detection System Wanfang Similarity Paper Check VIP Database Journal Publication Title 2. Teachers.
The teaching method is monotonous and not to students' taste. In particular, they ignore the integration of theory with practice, communicate with students less, and let students do less. They only pay attention to specific knowledge points and adopt stylized teaching methods, such as following the teaching procedure of "concept-characteristics-writing-example-practice", which is difficult to stimulate students' interest and make them more afraid of difficulties while studying. Some teachers even think practical writing is boring. Other full-time teachers often only pay attention to classroom teaching and pay little attention to students' professional knowledge, second-class activities and other campus life, which also leads to the "behind closed doors" of learning guidance, which is obviously divorced from the actual life of students, resulting in poor teaching results.
3. Teaching material arrangement. In the past, it was difficult to arrange the content of Chinese practical writing. For secondary vocational students, practical writing learning was somewhat divorced from reality.
For example, the part about official documents is theoretical, and students have no practical knowledge about official documents, so they are afraid of difficulties in learning. In addition, full-time students generally do not use the special textbook Practical Writing. In the current textbooks, practical writing is one of the contents of Chinese textbooks, while Chinese textbooks delete the contents of practical writing. However, in terms of writing, almost every category includes definition, classification, function, format, writing requirements and so on. The introduction is a mere formality, and the cited examples are far from the actual life of students.
At the same time, the lack of systematic application of teaching materials has also caused problems such as discontinuity of learning and selective restriction of learning. 4. Assessment and evaluation.
Usually, practical writing is taught after one or two classes, and the homework is over. It is hardly included in the exam, and there is no follow-up evaluation of students' actual learning. If there is an exam, the exam topics are often fill-in-the-blank and multiple-choice questions (exams are often arranged according to the proportion of learning content in Chinese textbooks), which causes students to memorize book theoretical knowledge mechanically and cannot truly reflect their practical knowledge and applied writing ability.
The dilution of these evaluations also indirectly leads students to fall into the misunderstanding of belittling practical writing learning. The above reasons are the main problems that we cannot avoid in the teaching of practical writing in secondary vocational schools.
How to change the embarrassing situation of practical writing teaching, make practical writing play its practical value, realize the goal of "employment-oriented and ability-oriented" in secondary vocational school teaching, and promote the rapid development of students' Chinese ability and working ability in employment is indeed a subject worthy of reflection and research by Chinese educators. (580202 Paper Test) Second, measures and attempts to improve the practical writing ability of secondary vocational school students 1. The content of teaching materials should be selected according to the professional training objectives and actual life.
"I have heard of Taoism one after another, and my skills are specialized." Professionalism is a prominent feature of secondary vocational education. The teaching of practical writing in secondary vocational schools serves students to effectively solve specific work problems in the future, which determines that the selection of practical writing categories cannot be arbitrary and must serve the cultivation of professional ability.
At the same time, students with different majors are more interested in practical articles related to those majors that they will often contact and use. In the current Chinese textbooks for secondary vocational schools, no matter which version of the textbooks is included in the practical writing content, different versions have made different arrangements for the practical writing content. Some textbooks disperse the content of practical writing in each volume, while others concentrate on one volume. The classroom teaching content of each version of the practical writing course can be said to be general and comprehensive, and it is impossible to compile the teaching content according to the professional characteristics.
Therefore, Chinese teachers in secondary vocational schools should have the ability to combine different versions of textbooks. Starting from the professional characteristics, they should delete chapters that are inconsistent with teaching practice and professional characteristics or divorced from students' life, choose the corresponding teaching scope, and combine local enterprise information and local culture to compile a set of school-based textbooks with professional characteristics. Combined with the actual situation of the school, the selection of teaching materials should first choose the languages frequently used by students in secondary vocational schools or professional posts, such as "notice, notice, request, report, letter and meeting minutes" in administrative documents and "briefing, application, plan, summary, research report, rules and regulations, debriefing report and competition report" in business documents.
Pay attention to the close relationship with students' major and life. For example, the arts and crafts major (decoration design, ceramic decoration) taught by the author can strengthen the teaching of practical articles such as commercial advertisements and manuals, and the business English major can strengthen the teaching of foreign-related correspondence, letters of intent, economic contracts and other related contents.