从申论考试谈实用语文能力的培养
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摘要
申论考试是公务员考试的重要内容,能够比较准确地测试考生的综合能力,并由此对考生实际写作能力做出判断。申论考核的目标首先是阅读理解能力和文字表达能力,但更侧重考查考生分析问题和解决问题的能力。从申论考核内容看,选取的材料涉及面广,涵盖了政治、经济、法律、教育等多种社会问题,要求考生关注社会生活,针对社会问题有思考也有一定认识;从形式上看,申论不是作一篇文章,往往是多种文章样式的综合体现,能够测试考生的综合写作能力并进一步考查考生处理实际问题的能力。申论考试犹如一面镜子,折射出当前我国语文素质教育存在的问题。考生在申论考试中普遍暴露出三大弱点:辩证思维方法不足,实际写作能力偏弱,应用写作水平偏低。这是长期以来我国学校教育普遍存在的“母语教育弱化”、“重理轻文”、“重文轻笔”的倾向所致。从中学语文教学的现状看,重识记、轻理解,重分数、轻习惯,重知识、轻能力诸如此类的种种弊端,正是造成如是后果的原因。申论考试所反映的问题与语文素质教育中语文能力有关,我们应强化语文能力培养,避免把申论变成“应试教育”的内容和形式。必须在存在的弊端上找突破口,探讨申论考试的现象和本质,总结分析考生在考试中存在的问题,对申论考试进行反思,以采取行之有效的对策,这对于进一步加强学校的素质教育、全面提高学生的综合素质或许有些裨益。在大众化教育的新形势下,学以致用、服务社会,已成为办学价值取向。我们应当正视问题,认真反思学校的素质教育,并采取相应的对策,着重培养语文阅读能力、综合分析能力、解决问题的能力、文字表达能力。建构课堂教学,校园文化和社会实践“三位一体”的素质教育模式,重视辩证思维方法的训练。研究申论考试形式,既有应试辅导的实际目的,更有重新审视中学语文素质教育,从而改进教学的意义。
theory examination is the significant content of civil servant examination which can correctly test examinee, comprehensive capability, and therefore test examinee's practical writing capability.The object of State theory assess begins with read understanding capability and letter expression capability, however, which more emphasize the examinee's ability about analyzing problem and resolving problem. In view of the content of state theory assess, which selecting materials cover widly and contain politics ,economic, law, education and other social problem, demanding examinee concern social life and aim directly at social problem ,then, examinee can obtain a certain thinking and cognitive. In view of style, state theory isn't do article ,but always be comprehensive reflection of manifold article styles, and it can test examinee's comprehensive writing capability and further inspect examinee 'ability about dealing with practical problem. State theory examination as if a mirror, which can refract the currently existent problem about our national's Chinese quality education .Generally, examinee are easily expose three significant shortcomings : Firstly, the methods of dialectical thinking are not sufficient; Second, practical writing capability is inclined to weak ; Third, application writing standard is inclined to low. Those shortcomings majorly origin from popular existent phenomenon such as "despise native language education ", "emphasize science but look down upon liberal art ", " emphasize enjoying but look down on practice" in school education of our national .In view of currently condition of middle school Chinese education, emphasize recollection, despise understanding , emphasize scores ,despise habit, emphasize knowledge , despise practical ability and such as kinds of shortcomings. which are reasons for above three significant shortcomings. the problems state theory examination reflected are related to Chinese capability in Chinese quality education .therefore, we should pay attention to problems , and seriously reflect Chinese teaching .In order to avoid changing state theory examination into the content and style of applicable education, we should find breach from currently existent shortcomings, probe into the phenomenon and essential of state theory exam, summarize analyse existent problem which examinee faced when they take their examination. and then reflect on Chinese teaching, in order to take effective countermeasures. The actuality condition and effective of state theoryexamination enlightened Chinese teaching--Chinese teaching shouldbe based on capability development about practical Chinese .constructing classroom teaching, campus culture and social practice the "Three-in-One" quality education pattern ,emphasizing on improve students' comprehensive writing capability., paying attention to the practice of dialectical thinking methods. Practical Chinese capability should emphasize developing Chinese reading capability, comprehensive analysis capability, resolving problems capability, letter expression capability. Under a new condition of popular education, putting what you have learned into effect , being responsible for society , which are valuable guides for running a school of modern social. Studying and researching state theory exam style ,which can both has practical object of applicable exam assistance and has renewing inspect middle school Chinese quality education, improving Chinese teaching, and then further strengthen quality education, wholly improve students' comprehensive quality, so that studying and researching state theory exam style can make a more great contributions to improving wholly capability.
theory examination is the significant content of civil servant examination which can correctly test examinee, comprehensive capability, and therefore test examinee's practical writing capability.The object of State theory assess begins with read understanding capability and letter expression capability, however, which more emphasize the examinee's ability about analyzing problem and resolving problem. In view of the content of state theory assess, which selecting materials cover widly and contain politics ,economic, law, education and other social problem, demanding examinee concern social life and aim directly at social problem ,then, examinee can obtain a certain thinking and cognitive. In view of style, state theory isn't do article ,but always be comprehensive reflection of manifold article styles, and it can test examinee's comprehensive writing capability and further inspect examinee 'ability about dealing with practical problem. State theory examination as if a mirror, which can refract the currently existent problem about our national's Chinese quality education .Generally, examinee are easily expose three significant shortcomings : Firstly, the methods of dialectical thinking are not sufficient; Second, practical writing capability is inclined to weak ; Third, application writing standard is inclined to low. Those shortcomings majorly origin from popular existent phenomenon such as "despise native language education ", "emphasize science but look down upon liberal art ", " emphasize enjoying but look down on practice" in school education of our national .In view of currently condition of middle school Chinese education, emphasize recollection, despise understanding , emphasize scores ,despise habit, emphasize knowledge , despise practical ability and such as kinds of shortcomings. which are reasons for above three significant shortcomings. the problems state theory examination reflected are related to Chinese capability in Chinese quality education .therefore, we should pay attention to problems , and seriously reflect Chinese teaching .In order to avoid changing state theory examination into the content and style of applicable education, we should find breach from currently existent shortcomings, probe into the phenomenon and essential of state theory exam, summarize analyse existent problem which examinee faced when they take their examination. and then reflect on Chinese teaching, in order to take effective countermeasures. The actuality condition and effective of state theoryexamination enlightened Chinese teaching--Chinese teaching shouldbe based on capability development about practical Chinese .constructing classroom teaching, campus culture and social practice the "Three-in-One" quality education pattern ,emphasizing on improve students' comprehensive writing capability., paying attention to the practice of dialectical thinking methods. Practical Chinese capability should emphasize developing Chinese reading capability, comprehensive analysis capability, resolving problems capability, letter expression capability. Under a new condition of popular education, putting what you have learned into effect , being responsible for society , which are valuable guides for running a school of modern social. Studying and researching state theory exam style ,which can both has practical object of applicable exam assistance and has renewing inspect middle school Chinese quality education, improving Chinese teaching, and then further strengthen quality education, wholly improve students' comprehensive quality, so that studying and researching state theory exam style can make a more great contributions to improving wholly capability.
引文
[1]班固.汉书·晁错传[M].中华书局1962.P2390
[2]刘勰.文心雕龙[M].周振甫.文心雕龙注释[M].北京:人民文学出版社.1981.p266
[3]刘勰.文心雕龙[M].周振甫.文心雕龙注释[M].北京:人民文学出版社1981.p225
[4]转引自张丽君.申论一种新的应用文体[J].应用写作出版社2006.
[5]转引自张丽君.申论一种新的应用文体[J].应用写作出版社2006.
[6]转引自张丽君.申论一种新的应用文体[J].应用写作出版社2006.
[1]崔峦.学习《语文课程标准》深化语文教学改革(上)[J].课程·教材·教法,2002
[1]李贞祥.“语文能力”辨[J].湛江师范学院学报(哲学社会科学版),1998.
[1]转引自王秉蓉.阅读教学现状透视及对策研究[J].语文教学通讯.高中刊.2003
[1]刘勰.文心雕龙[M].周振甫.文心雕龙注释[M].北京:人民文学出版社1981.P225
[2]刘勰.文心雕龙[M].周振甫.文心雕龙注释[M].北京:人民文学出版社1981.P225
1、周庆元主编:《应用写作》,湖南师范大学出版社2005年版
2、周庆元著:《语文教育研究概论》,湖南人民出版社2005年版
3、周庆元著:《中学语文教育心理研究》,湖南教育出版社1999年版
4、周庆元著:《语文教学设计论》,广西教育出版社1998年版
5、周庆元主编:《中学语文教学原理》,湖南教育出版社1992年版
6、周庆元、胡绪阳:《如何理解学生的全面发展》,《教育研究》2005年第7期
7、张良田著:《教学手段论》,湖南教育出版社1999年版
8、程大琥、马关主编:《读古文观止》,岳麓书社2003年版
9、李维鼎著:《写作事典:议论、说明》,湖南人民出版社2000年版
10、李维鼎著:《语文教材别论》,浙江教育出版社2004年版
11、李雏鼎著:《语文课程初论》,浙江教育出版社2004年版
12、申论论坛 http://bbs.qzzn.com/thread-htm-fid-9.html
13、苏林娜:《从申论考试看实用写作教学》,广播电视大学学报哲学社会科学版2004年第2期
14、车桂林主编:《申论2006年国家公务员录用考试专用教材》,中共党史出版社2005年版
15、程连昌:《国家公务员录用考试复习专用教材申论》,中国人事出版社2003年版
16、冉小平:《从素质教育的高度强化实用写作教学——民族高校人文素质教育研究系列之三》
17、张志华:《申论方案写作的方法与技巧》,《领导科学》2005年第16期
18、张志公:《迫切需要研究一些亟待解决的问题》,《中学语文教学》1997年第1期
19、朱庆芳:《申论教程及仿真模拟试卷》,中国铁道出版社2003年版
20、高选勤:《申论要写出见解》
21、程民:《申论与实用写作教学》
22、莫恒全:《由申论考试反思我国高校的素质教育》,广西师范学院学报 哲学社会科学版2005年7月第3期
23、叶丽新:《管窥语文能力培齐意识的发展一一以语文课程标准、教学大纲、课程纲要办分析对象》,《中国教育学刊》2004年第7期
24、潘涌:《论新课标下的语文阅读教学》,《教学艺苑.教法研究》2004年7-8期
[2]刘勰.文心雕龙[M].周振甫.文心雕龙注释[M].北京:人民文学出版社.1981.p266
[3]刘勰.文心雕龙[M].周振甫.文心雕龙注释[M].北京:人民文学出版社1981.p225
[4]转引自张丽君.申论一种新的应用文体[J].应用写作出版社2006.
[5]转引自张丽君.申论一种新的应用文体[J].应用写作出版社2006.
[6]转引自张丽君.申论一种新的应用文体[J].应用写作出版社2006.
[1]崔峦.学习《语文课程标准》深化语文教学改革(上)[J].课程·教材·教法,2002
[1]李贞祥.“语文能力”辨[J].湛江师范学院学报(哲学社会科学版),1998.
[1]转引自王秉蓉.阅读教学现状透视及对策研究[J].语文教学通讯.高中刊.2003
[1]刘勰.文心雕龙[M].周振甫.文心雕龙注释[M].北京:人民文学出版社1981.P225
[2]刘勰.文心雕龙[M].周振甫.文心雕龙注释[M].北京:人民文学出版社1981.P225
1、周庆元主编:《应用写作》,湖南师范大学出版社2005年版
2、周庆元著:《语文教育研究概论》,湖南人民出版社2005年版
3、周庆元著:《中学语文教育心理研究》,湖南教育出版社1999年版
4、周庆元著:《语文教学设计论》,广西教育出版社1998年版
5、周庆元主编:《中学语文教学原理》,湖南教育出版社1992年版
6、周庆元、胡绪阳:《如何理解学生的全面发展》,《教育研究》2005年第7期
7、张良田著:《教学手段论》,湖南教育出版社1999年版
8、程大琥、马关主编:《读古文观止》,岳麓书社2003年版
9、李维鼎著:《写作事典:议论、说明》,湖南人民出版社2000年版
10、李维鼎著:《语文教材别论》,浙江教育出版社2004年版
11、李雏鼎著:《语文课程初论》,浙江教育出版社2004年版
12、申论论坛 http://bbs.qzzn.com/thread-htm-fid-9.html
13、苏林娜:《从申论考试看实用写作教学》,广播电视大学学报哲学社会科学版2004年第2期
14、车桂林主编:《申论2006年国家公务员录用考试专用教材》,中共党史出版社2005年版
15、程连昌:《国家公务员录用考试复习专用教材申论》,中国人事出版社2003年版
16、冉小平:《从素质教育的高度强化实用写作教学——民族高校人文素质教育研究系列之三》
17、张志华:《申论方案写作的方法与技巧》,《领导科学》2005年第16期
18、张志公:《迫切需要研究一些亟待解决的问题》,《中学语文教学》1997年第1期
19、朱庆芳:《申论教程及仿真模拟试卷》,中国铁道出版社2003年版
20、高选勤:《申论要写出见解》
21、程民:《申论与实用写作教学》
22、莫恒全:《由申论考试反思我国高校的素质教育》,广西师范学院学报 哲学社会科学版2005年7月第3期
23、叶丽新:《管窥语文能力培齐意识的发展一一以语文课程标准、教学大纲、课程纲要办分析对象》,《中国教育学刊》2004年第7期
24、潘涌:《论新课标下的语文阅读教学》,《教学艺苑.教法研究》2004年7-8期