初中英語(yǔ)寫(xiě)作教學(xué)中的問(wèn)題探究

摘 要：筆者在初中教學(xué)實(shí)踐中發(fā)現(xiàn)，部分初中生在英文寫(xiě)作中存在無(wú)從下筆或千篇一律等問(wèn)題。文章在理性思考這些問(wèn)題的基礎(chǔ)上，探究其原因并提出建議，以期為初中英語(yǔ)寫(xiě)作教學(xué)提供參考。

關(guān)鍵詞：興趣;閱讀;修改

一、 問(wèn)題的提出

《全日制義務(wù)教育普通高級(jí)中學(xué)英語(yǔ)課程標(biāo)準(zhǔn)》指出：語(yǔ)言技能是構(gòu)成語(yǔ)言交際能力的重要組成部分，包括聽(tīng)、說(shuō)、讀、寫(xiě)四個(gè)方面的技能以及這四種技能的綜合運(yùn)用能力。其中，“寫(xiě)”是英語(yǔ)語(yǔ)言輸出的書(shū)面形式，客觀反映了學(xué)生的語(yǔ)言基本能力及思維組織能力，是學(xué)生英語(yǔ)綜合運(yùn)用能力的重要體現(xiàn)。

筆者在教學(xué)實(shí)踐中發(fā)現(xiàn)，學(xué)生在英文寫(xiě)作中存在兩種極端：其一，忽視英文語(yǔ)法結(jié)構(gòu)，采用“翻譯式寫(xiě)作”，即按作文要求先在頭腦中構(gòu)思好中文作文，再按中文的語(yǔ)言結(jié)構(gòu)逐字翻譯成英文。在翻譯的過(guò)程中，由于受到詞匯和句式的限制，常常出現(xiàn)中式英語(yǔ)，或無(wú)從下手寫(xiě)作的狀況。其二，過(guò)于重視語(yǔ)法結(jié)構(gòu)，但又不能靈活運(yùn)用所學(xué)單詞和句式，一味模仿課文，導(dǎo)致作文內(nèi)容空洞、千篇一律。因此，筆者在寫(xiě)作教學(xué)中嘗試從激發(fā)興趣入手，通過(guò)反復(fù)修改，積累寫(xiě)作技能，最終達(dá)到提高學(xué)生寫(xiě)作水平的目的。

二、 激發(fā)寫(xiě)作興趣

（一）創(chuàng)設(shè)情境，豐富感知

根據(jù)中學(xué)生的認(rèn)知特點(diǎn)，在寫(xiě)作教學(xué)中，筆者努力創(chuàng)設(shè)一種積極的情境，譬如利用口語(yǔ)交際、圖片展示、生動(dòng)場(chǎng)景再現(xiàn)等形象直觀的手段，將學(xué)生的認(rèn)知活動(dòng)與情感活動(dòng)相結(jié)合。在新目標(biāo)英語(yǔ)八年級(jí)上冊(cè)“Unit 8 How was your school trip？”單元中，學(xué)生寫(xiě)一篇敘事性文章，講述自己一天的生活。第一次寫(xiě)作，學(xué)生都模仿sb 3a片斷，寫(xiě)了“a boring day-off”。然而，中學(xué)生的學(xué)習(xí)、生活本應(yīng)是豐富多彩、富有激情的。正如法國(guó)著名藝術(shù)家羅丹所說(shuō)：“生活中不是缺少美，而是缺乏發(fā)現(xiàn)美的眼睛。”因此，在寫(xiě)作課上，筆者對(duì)寫(xiě)作題目做了重新限定，以“An Unforgettable Day”為題進(jìn)行二次寫(xiě)作。筆者身先士卒向?qū)W生簡(jiǎn)述了自己難忘的一天，然后把學(xué)生分為若干小組，先分享再動(dòng)筆。這樣就激活了學(xué)生的情感與寫(xiě)作欲望，為下一步寫(xiě)作打下良好的基礎(chǔ)。

（二）啟發(fā)引導(dǎo)，激活思維

寫(xiě)作過(guò)程中，一些同學(xué)欲言而筆不至，心求通而意未達(dá)，思維陷入暫時(shí)的混沌，無(wú)從下筆。萬(wàn)事開(kāi)頭難。于是，筆者在學(xué)生寫(xiě)作前及時(shí)點(diǎn)撥，幫助學(xué)生開(kāi)闊思路。九年級(jí)下以“my idol”為題進(jìn)行寫(xiě)作之前，圍繞以下話題展開(kāi)討論：誰(shuí)曾影響過(guò)你？通過(guò)什么方式影響你？與他之間，你記憶最深的一件事或一句話是什么？你最大的變化是什么？讓學(xué)生在無(wú)拘無(wú)束的談話中，相互啟發(fā)，捕捉寫(xiě)作靈感，理清寫(xiě)作思路。以下是初三學(xué)生李向柏的習(xí)作。

My dad is my idol who raised me up until today. Let me introduce him to you. My dad wears one of the thickest spectacles on earth， because he has really poor eyesight. His lips are very dark because he smokes， he drinks and he stays up late. Another evidence for this is his big potbelly.

My father has the greatest influence in my life. He takes care of our family and loves us very much. One of his most spoken sentence is “If you do the best， I will give you the best. ” And believe it or not， its true！ Another reason is that he is my best teacher. If I have a question I will go to him because he is a genius！ Besides teaching us schoolwork， he also teaches us how to become a useful person and how to be humorous. My father can always keep the family with laughter because he is so humorous！ In my point of view， his only problem is that he should stop telling jokes at the dinner table. Because one time I laughed so hard that I could not even eat！

（三）鼓勵(lì)抒發(fā)真情實(shí)感

在一部分為了考試而寫(xiě)作的學(xué)生筆下，寫(xiě)作變成了字、詞、句的簡(jiǎn)單堆砌，讀起來(lái)索然無(wú)味。長(zhǎng)此以往，學(xué)生就失去了提筆的興趣，更不要談寫(xiě)作樂(lè)趣了。這是因?yàn)檎Z(yǔ)言中少了對(duì)真情實(shí)感的傳達(dá)。在以“I used to …”為話題作文時(shí)，很多學(xué)生簡(jiǎn)單羅列了十幾條自己的變化，初三學(xué)生陳城城則跳出了句式的局限，確立“成長(zhǎng)”主題，通過(guò)描寫(xiě)自己和父親之間的三個(gè)小故事，講述成長(zhǎng)中的變化。文章雖短，卻充滿(mǎn)了真情實(shí)感，讓讀者會(huì)心一笑。

When I was a child， I used to be afraid of my dad. When I made some mistakes， he would shout at me and punish me. I didnt understand why he did that. So if I met him， I would ran away as quickly as possible. I used to like playing games with my friends. But my dad disagreed. He said the games were so boring， only fools liked them. I couldnt agree with him， but I was too coward to disobey him. I used to like playing the erhu. But my dad said he often saw some beggars play the erhu for money. In a word， he never agreed with my opinions. Now， I am not a child anymore. I know how to get enough freedom. And I started to understand my dad. He always wants me to be a real man.

三、 修改潤(rùn)色

筆者常?？吹綄W(xué)生寫(xiě)完作文后，長(zhǎng)吁一口氣，而后把作文本一合，自以為大功告成。作文本下發(fā)后，翻看一下分?jǐn)?shù)和批語(yǔ)，就算徹底完工了。學(xué)生習(xí)慣性地認(rèn)為：寫(xiě)是學(xué)生的事，批改是老師的事。

常言道，十分文章，三分寫(xiě)作，七分修改。俄國(guó)作家契訶夫說(shuō)：“寫(xiě)作的藝術(shù)，其實(shí)并不是寫(xiě)的藝術(shù)，而是刪去寫(xiě)得不好的東西的藝術(shù)。”由此可見(jiàn)，好作文是改出來(lái)的，不是寫(xiě)出來(lái)的。修改是寫(xiě)作不可缺少的重要步驟，是提高文章質(zhì)量的有效途徑。在寫(xiě)作教學(xué)中，筆者引導(dǎo)學(xué)生自改、互批，與學(xué)生一起總結(jié)出以下修改潤(rùn)色作文的途徑。

（一）梳理文章邏輯與條理

修改作文時(shí)，尤其是議論文，學(xué)生最頭痛的不是缺少觀點(diǎn)，而是如何將一個(gè)個(gè)觀點(diǎn)按照一定的邏輯整合成一篇條理清晰的文章。修改時(shí)應(yīng)注意理清文章層次、使用恰當(dāng)?shù)倪^(guò)渡詞。例如：以“Should students watch TV？”為題，初三（3）班學(xué)生江濤的初稿如下：

As we all know， almost all the students face too much pressure from school. That makes students too nervous to work effectively. I think watching TV in free time is the best way to relax. There are 3 reasons. We shouldnt always learn from books. We can learn things that we cannot learn in class. More free time can help kids study better because watching TV can make their minds think freely. In conclusion， more free time can free a middle school students mind， body and soul， and with a positive attitude. It will improve their scores.

這篇文章的幾個(gè)觀點(diǎn)都不夠鮮明，觀點(diǎn)之間的區(qū)分也不明顯。主要原因是語(yǔ)句重復(fù)太多，思維混亂。經(jīng)過(guò)修改，我們提煉出如下寫(xiě)作框架：

I think its necessary for students to watch TV. Firstly， watching TV in free time is a good way to relax... Secondly， we can learn things that we cannot learn in class. “A free man obtains knowledge from many sources besides books.” Thomas Jefferson， American president said... Of course， we need to choose the programs and control the time while watching.

修改后，文章從結(jié)構(gòu)上看，是明顯的并列關(guān)系。第一個(gè)觀點(diǎn)是學(xué)生看電視可以?shī)蕵?lè)減壓。第二個(gè)觀點(diǎn)深一個(gè)層次闡明看電視能獲取知識(shí)。最后一段指出看電視要有選擇有節(jié)制。這樣一篇短短的議論文邏輯條理就清晰了。

（二）關(guān)注細(xì)節(jié)描寫(xiě)

巴爾扎克說(shuō)：“當(dāng)一切的結(jié)局已準(zhǔn)備就緒，一切情節(jié)都已經(jīng)過(guò)加工，這時(shí)，再前進(jìn)一步，惟有細(xì)節(jié)將組成作品的價(jià)值?！奔?xì)節(jié)描寫(xiě)的目的是生動(dòng)形象，做到寫(xiě)人如見(jiàn)其人，寫(xiě)景如臨其境。記敘文，如果說(shuō)情節(jié)結(jié)構(gòu)是文章的骨骼，那么細(xì)節(jié)就是文章的血肉;有了血肉，文章才能豐滿(mǎn)，才能愉悅?cè)说男撵`。一個(gè)鮮活的細(xì)節(jié)描寫(xiě)，常常頂?shù)蒙锨а匀f(wàn)語(yǔ)的敘述，令讀者過(guò)目不忘。當(dāng)然，并不是所有生活中的細(xì)節(jié)都具有價(jià)值，也不是只要寫(xiě)得“細(xì)”就可以了。好的細(xì)節(jié)描寫(xiě)應(yīng)該是真實(shí)的、典型的，最能展現(xiàn)人物性格或表現(xiàn)情節(jié)的。以初二學(xué)生吳瓊瑜的初稿為例：When I was a young girl， I fell in love with drawing pictures. Since then， every weekend， I took an art lesson at school art club...

修改時(shí)，增加了幼兒時(shí)期熱愛(ài)繪畫(huà)的細(xì)節(jié)描寫(xiě)，文章立刻鮮活了起來(lái)。

When I was a young girl， I always drew pictures on the newspaper， the floor， the wall， the bed， on everywhere I could reach with my small pencil. I just couldnt leave my pencil. So my mom decided to send me to an art club.

（三）突破思維障礙，追求寫(xiě)作創(chuàng)新

千篇一律是寫(xiě)作的一大弊病。想要略勝一籌，就要在寫(xiě)作時(shí)有所創(chuàng)新，如引用名人名言、添加新穎的觀點(diǎn)、變換闡述角度等。以“I like reading”為題作文時(shí)，大部分同學(xué)的布局都一樣：先寫(xiě)喜歡讀書(shū)的原因，再介紹閱讀種類(lèi)及最近讀的一本書(shū)。初二黃凱旋同學(xué)修改后的文章在文章結(jié)構(gòu)上讓我們耳目一新，通過(guò)對(duì)最近讀的一本小說(shuō)的介紹引出自己喜愛(ài)讀書(shū)的原因及類(lèi)型。最后一段雖然沒(méi)有出現(xiàn)“l(fā)ike reading”，卻用實(shí)際行動(dòng)更有力地說(shuō)明自己對(duì)閱讀的喜愛(ài)。引用名人名言也恰到好處，增添了文章的說(shuō)服力。

I like reading. Recently， I was impressed with what I read， a new novel named “Kite Runner” which told me a story about the friendship in the war. I couldnt put it down until the mid night. Novels are always my favorite. When I was 5 years old， my parents once took me to the library and then I began to fall in love with books. I often go to the library and read lots of great novels， because I can not only make friends with the characters but also experience different lives in the novels. Isnt that amazing？ Reading books is also a new way to make my imagination fly， so I really enjoy reading. Just like Romaine Rolland said：Reading books will never make you sigh. Tomorrow， Ill finish reading the ending of the novel. And the day after tomorrow， a new life will start， lots of new friends will be found in another novel！

四、 結(jié)語(yǔ)

總之，寫(xiě)作教學(xué)是師生共同參與的創(chuàng)造性的活動(dòng)。一方面要求教師更新理念，工于設(shè)計(jì)，善于引導(dǎo);同時(shí)也要求學(xué)生積極配合，潛心思索，日積月累。只有通過(guò)師生堅(jiān)持不懈的努力，才能使學(xué)生的寫(xiě)作水平、教師的寫(xiě)作教學(xué)邁上一個(gè)新的臺(tái)階。

參考文獻(xiàn)：

[1]陳琳，王薔，程曉堂.英語(yǔ)課程標(biāo)準(zhǔn)解讀[D].北京：北京師范大學(xué)，2002.

[2]Jeremy Harmer. How to teach English[J].外語(yǔ)教學(xué)與研究，2000（8）.

作者簡(jiǎn)介：

袁麗珠，福建省廈門(mén)市，北京師范大學(xué)廈門(mén)海滄附屬學(xué)校。