在教学中,常常把“作文”称为“写作”。其实,“作文”和“写作”的含义是不一样的。“写作”一般是指文学创作或著书立说,“作文”则是青少年学生,在教师指导下,所进行的写作基本训练,是学习写文章,所以又叫“习作”。“作文”与“写作”,起点不一样,要求不一样。作文是学步,写作是迈步,有高、低之分。作文训练的实践证明:分清了作文与写作的差别,按照“学步”的客观规律,循序渐进地引导学生进行作文训练,就有成效,就成功;反之,还未“学步”就要学生“迈步”,违反实践规律,要求学生或放任学生“创作”的,就少有成效,甚至没有成效。所以,我们在明确了作文训练的根本性质之后,还必须明确中学作文训练的目的。 In teaching, “composition” is often called “writing.” In fact, the meaning of “composition” and “writing” is not the same. “Writing” generally refers to literary creation or writing, and “composition” refers to young students. Under the guidance of a teacher, the basic training for writing is to learn to write articles, so it is also called “work.” “Composition” and “writing” have different starting points and different requirements. Writing is a step, writing is a step, high and low points. The practice of composition training has proved that the distinction between composition and writing is clearly distinguished. According to the objective law of “walking”, students are encouraged to carry out composition training in a gradual and orderly manner. There are achievements and successes. On the contrary, students who have not yet “stepped” must have “ “Stepping”, in violation of the laws of practice, requires students to “create” or allow students to “create”, with little or no effect. Therefore, after we have clarified the fundamental nature of composition training, we must also clarify the purpose of secondary school composition training.