在语文教学中,教师往往重视论说文的逻辑结构的分析,而忽视记叙文的逻辑结构分析。在记叙文中他们强调的是形象描述,而不强调抽象的逻辑。有的甚至认为,形象思维就得排斥逻辑,写小说、写散文、(尤其是写诗)。决不能按三段论的格式来写,写了也决不会有人去读。教师这样教,学生自然也这样去学,其结果是学生作片断的形象描述似乎还可以,但作 In Chinese teaching, teachers often value the analysis of the logical structure of the discourse, while ignoring the logical structure analysis of the narrative. In the narrative they emphasize the image description rather than the abstract logic. Some even think that image thinking needs to exclude logic, write novels, write essays, and (especially write poetry). It must not be written in the form of syllogism. It will never be read. Teachers taught it this way. Students naturally learn the same way. The result is that the student’s image description of the piece seems to be okay, but