高职“探究式”作文教学中如何设计主体间性

On Triggering of Intersubjectivity in Inquiry Teaching

高职探究式作文教学并不以固化高职生写作模式、表达习惯、话语环境等为目标,甚至尽力排除任何意义上的固化和强制灌输,从高职生好奇、好动的成长阶段和追求独立、标榜个性的心理特点出发,通过教师创设的作文教学情境,让高职生自己发现问题、思考分析、解决问题,帮助高职生成为写作知识的发现者、写作过程的感受者、写作能力的获得者,而不是消极的模仿者、接受者、旁观者。

Vocational school inquiry composition teaching does not aim at consolidating the students’ writing mode,expression habit and discourse environment,and even tries to exclude any sense of consolidating and compulsory instillation.Starting from the psychological characteristics of students’ curiosity,dynamic growth stage and seeking independence and individuality,the students may find problems and think through the teaching situation created by the teachers.Teachers should try their best to encourage the students to analyze and solve the problems,help students become the discoverers of the writing knowledge,the perceiver of the writing process,the gainer of the writing ability,not the negative imitators,the recipients,and the bystander.