提供材料的限制性作文,一般要求自己拟题。拟定的题目既不能超出提供材料的范围,又要体现文章的基本观点。因此,自拟题目也是对学生分析综合和抽象概括的思维能力的测试。就学生的写作现状来看,多数学生拟题能力较差,题目定得不好。有的题目定得太大,写起来老虎吃天——无从下口;有的题目定得太片面,写起来易走极端。失之偏颇。在议论文的写作教学中,如何培养学生在供料作文时拟题的能力? 首先,我利用大量议论文的题目,让学生熟悉议论文题目的语言标志,如:“赞”、“论”、“议”、“评”、“辨”、“驳”、“说”、“谈”、“解”、“释”、“析”、“从…… The restrictive essay provided with materials generally requires self-designed questions. The proposed topics should neither exceed the scope of the materials provided, but also reflect the basic viewpoints of the articles. Therefore, self-reporting is also a test of student’s ability to analyze synthetically and abstractly summarized thinking skills. According to the status quo of students’ writing, most students have poor ability to formulate questions and the topics are not good. Some topics are too large to write and the tiger eats heaven--nothing. Some topics are too one-sided, and they are extremely easy to write. Misplaced. In the teaching of argumentative writing, how to develop the ability of students to formulate questions during the writing of composition materials? First of all, I use a large number of argumentation topics to familiarize students with the language signs of the argumentative topics, such as: “Like” and “On”. , “conference”, “appraisal”, “discrimination”, “refutation”, “say”, “talk”, “solution”, “release”, “analysis”, "from...