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為了使學生能夠正確地運用祖國的文字,寫出通順的文章,我除號召同學加緊學習外,又規定:在文章作好以後,可以兩人(能多更好)互相校正一下,力求減少錯別字和語法、作法上的錯誤。我試行這種方法、原只希望他們能改正錯別字,就認為得益下少;哪知後來竟有人把對方不通的詞句和不完滿的意思,甚至次序顛倒的段落也有所改正。如某篇的原句是「白人壓迫黑人」。校正人認為意思不完滿,就改成「白人的統治階級壓迫黑人」。又一篇的原句是「後來終於被逮捕人民法院」,校正人認為詞句不通,於是就改為「後來終於被人民法院逮捕」。又如在「我的家庭」一篇文章裏,作者在記述「房舍」的一段後,接著就記述人口,但在這段末尾,他又孤零零地加上一句「草房瓦房共十二間」,校正人認為這句太
In order to enable students to correctly use the motherland’s writing and write fluent articles, I in addition to calling on classmates to step up their study, they also stipulated: After the article is completed, they can correct each other (can be better), and strive to reduce Typos and grammar, mistakes in practice. When I tried this method, I only hoped that they could correct the typos, and they thought that there was less benefit. Then I knew that some people had corrected the unreasonable words and incomplete meanings, even the reversed paragraphs. For example, the original sentence of a certain article is “White oppresses black people.” If the corrective person thinks that the meaning is not perfect, he will change to “the white ruling class oppresses the black people.” Another original sentence was “After finally being arrested by the People’s Court,” the corrector thought that the word was not plausible, so he changed it to “then was finally arrested by the People’s Court.” Another example is in the article “My Family”. After the author described a section of “premises,” the author then described the population, but at the end of this section, he added a solitary phrase “a total of 12 “”, the correct person thinks this sentence is too