The so-called autonomous learning should be a kind of learning: under the guidance of teachers, you can set goals and make plans before going to school; Self-monitoring during school, adjusting the learning process and methods; Can summarize, evaluate and remedy the learning results after learning. Autonomous composition learning needs the guidance of teachers, and teachers' guidance and students' autonomy run through the whole composition process.
First, independent learning in composition planning
In 1980s and 1990s, the achievements of exploring the serialization of composition teaching mainly focused on imitation, thinking, process and interest. Today, the sequential discussion of composition teaching has entered the aphasia stage. Due to the lack of a unified composition teaching material, the composition teaching sequence has its own opinions and actions. List two representative three-year composition plans, one is textbook-style, and the three-year composition teaching begins with "writing people and things that touch the heart" in the order of ability; According to the new curriculum standard of "literariness, exposition and practicality", we read the stylistic sequence, decompose it in detail, and cross the key points of ability training of three different styles, and carry out three-year cross-composition teaching for three styles. The author believes that the above two types of composition planning are biased. The composition teaching of PEP textbooks still appears as a dependency of reading teaching, with too much static declarative writing knowledge and less multi-dimensional interactive procedural and strategic writing knowledge; Zhou Xiaotian's plan failed to highlight the key points of composition training in senior high schools. In the three-year plan, there are 36 composition training points, including 23 literature training points. In fact, the main bias of the above two representative composition teaching sequences is that they only focus on teachers' wishful thinking in composition teaching, but not or rarely focus on students' real learning of composition.
The three-year plan of composition teaching must first have a three-year plan of classroom teaching and learning. As far as the training of writing ability is concerned, the writing training of narrative, argumentative and expository should be given priority in senior high school, supplemented by the writing training of literature (poetry, prose, novel and drama) and practical (planning, summarizing, investigation report and job-seeking speech). Although it is embarrassing to make such a classification with cross-classification and different classification, it is mainly based on the current teaching situation of the coexistence of actual content and changing content in composition classroom teaching. At present, the actual content of composition classroom teaching is still the "old three samples" following the traditional narrative and explanatory texts, but its reform content has paid attention to literary and practical writing teaching. In fact, narrative and argumentative essays are the basis of writing literary and practical articles. Narrative and argumentative essays should reflect the similarity and foundation of the new curriculum, while literature and practical essays should reflect the diversity and selectivity of the new curriculum.
The author has a long history and has his own reasons. It is a three-year plan for students to enter the first year of senior high school and distribute the scores of composition teaching ability in the form of tables. Senior one focuses on narrative writing; Senior two emphasizes argumentative writing; Senior three is refined in an all-round way, focusing on training from college entrance examination sites. This is the focus of classroom teaching, and it is also the planning guidance before autonomous learning of classroom composition. On weekends and long holidays, you can practice writing outside the classroom composition, interspersed with cooperative and exploratory writing and practical writing training.
Three-year planning of composition teaching, followed by three-year planning of extracurricular study. On the basis of respecting students' autonomy in multiple choices, the author makes the following guidance.
First, internalize the ability of reading and writing famous works. According to my personal experience in composition teaching, the author highly agrees with the conclusion that "reading more is more conducive to improving the level of composition than writing more". As soon as senior one students enter school, they use forms to register the reading of the whole class's literary texts, including the reading of the top ten masterpieces stipulated in the new curriculum standard. The form requires registration of bibliography, reading time limit, etc. After reading it, at least write a reading experience. However, apart from the prescribed ten masterpieces, the aesthetic taste of what books each student reads is different, and their right to choose should be fully respected. The author stipulates that students should have excerpts from American prose every day, and those who are deeply touched can attach one or two comments and check them every two weeks. In this part, students' optional actions are combined with the actions specified by teachers.
Second, literature lectures stimulate writing enthusiasm. Hold a lecture on literary writing guidance once a month, or invite writers and teachers from literary societies to personally attend and print and distribute students' literary works. This part focuses on students' optional actions.
Third, the accumulation of materials drives the stimulation of words. The accumulation of independent materials not only serves the classroom composition teaching, but also serves the free writing practice on weekends and long holidays. Teachers can guide the general direction of material accumulation, such as "man and nature", "man and self" and "man and society". When I was a teacher in Xinghua Middle School and Xishan High School in Jiangsu Province, I posted Yangzi Times Review of Yangzi Evening News and Daily Times Review of Taizhou Evening News on the left side of the blackboard every day. In addition, students can also get information through daily news broadcast and weekly reading room browsing. There is a "daily 100 word comment". If time is really short, there should be "one-sentence news every day" and "one thousand-word observation every weekend". As for the source of materials, it is necessary to reflect the autonomy of individual accumulation and integration.
This three-year composition plan embodies several combinations, such as the combination of reading and writing, the combination of composition classroom teaching and weekend holiday practice, the combination of big composition and small composition, and the combination of narrative and argumentative writing with literature and practical writing. The plan of "propaganda" for senior one students as soon as they enter school gives students a direction in their independent composition learning and is easy to form habits.
Second, autonomous learning in the process of composition
The process of composition includes topic selection, material collection, outline drafting, writing, revision and polishing, and finalization. Every link in the process should give full play to students' autonomous learning ability under the guidance of teachers.
1. Ownership system
In the 1990s, Wang Dongsheng, a famous special-grade teacher, edited the series of Anti-Composition in the Middle School Attached to South Normal University. One of the books inspired the author greatly, that is, he introduced the student life system and selected more than 1000 good topics. Make sure the topic is the eyes of drawing an article. A good topic can often reflect the author's unique ideas. To this end, for every student, the author will first mobilize students to browse and collect good topics that attract attention in newspapers and books. Specific to the composition classroom teaching and writing practice on weekends and long holidays, sometimes the author points out the topic, and sometimes only provides the topic area for students to make their own propositions. Both the author's life system and the students' independent life system need a new word. Conventional topics are often half successful because of clear propositions.
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