今年全國(guó)卷Ⅱ的作文題受褒貶的程度似乎不如前幾年，贊嘆聲也不如其他幾個(gè)省市的多。褒貶不多，說明試題相對(duì)平穩(wěn)；罵聲不多，也許就可以說，這是一道出得比較好的題。此題扣合了時(shí)代主旋律：倡導(dǎo)社會(huì)主義榮辱觀，構(gòu)建文明社會(huì)、和諧社會(huì)。題目的特殊性在于，它直面了社會(huì)上存在忘恩負(fù)義的人這樣一種實(shí)際狀況，并不刻意回避現(xiàn)實(shí)生活中人性丑陋的一面。

In this year's national Volume II, the degree of praise and criticism seems to be not as good as in previous years, and the praise is not as much as in other provinces and cities. There are not much praise and criticism, indicating that the test questions are relatively stable; there are not many swearing words, so it may be said that this is a better question. This topic fits the theme of the times: advocating the concept of socialist honor and disgrace, building a civilized society and a harmonious society. The particularity of the topic lies in that it faces the actual situation of ungrateful people in the society, and does not deliberately avoid the ugly side of human nature in real life.

試題完全具有“新材料作文”的命題特征。材料本身不算復(fù)雜，兩個(gè)事例進(jìn)行對(duì)比：前一個(gè)是叢飛無私捐助與受助者不知回報(bào)，后一個(gè)是學(xué)生小李“愛出者愛反，福往者福來”。從審題上說，并沒有多大障礙，考生根據(jù)材料中的“記住別人對(duì)自己的幫助，學(xué)會(huì)幫助別人”，很容易想到“學(xué)會(huì)感恩與回報(bào)”“和諧互助”“愛心傳遞”等。命題要求“選擇一個(gè)角度構(gòu)思作文，自主確定立意，確定文體，確定標(biāo)題”，這樣，可供考生選擇的側(cè)面、角度就很多。比如，如果我們從歌手叢飛“不要責(zé)怪他們，我已不再需要醫(yī)療了”的話語(yǔ)立意，就可贊揚(yáng)一種只知付出、不求回報(bào)的可貴精神和寬以待人、以德報(bào)怨的開闊胸襟；從“有一個(gè)受助者居然還埋怨說，這讓他很沒面子”的角度立意，還可批評(píng)一種狹隘的“面子”觀；從“一個(gè)四年級(jí)女生捐了10元錢”的角度立意，還可強(qiáng)調(diào)幫助別人不在于你付出了多少，盡我所能就值得頌揚(yáng)……當(dāng)然，要想寫出精彩的文章，除審題準(zhǔn)確、思想健康外，還應(yīng)力求感情真摯、認(rèn)識(shí)深刻、情理并重。就“認(rèn)識(shí)深刻”來說，你可以著重剖析“感恩之心淪喪”的深層原因，可以審視慈善事業(yè)在中國(guó)難以“火暴”的根源所在，等等。

The test questions have the proposition characteristics of "new material composition". The material itself is not complicated. Two examples are compared: the former is congfei's selfless donation and the recipient does not know the return, and the latter is Xiao Li, a student who "loves the giver but loves the giver, and the giver is blessed". From the examination, there are not many obstacles. According to the "remember others' help to yourself, learn to help others" in the materials, it is easy for the examinee to think of "learn to be grateful and repay", "harmonious and mutual aid", "love transmission", etc. The proposition requires "choose an angle to conceive the composition, independently determine the idea, determine the style, and determine the title". In this way, there are many sides and angles for candidates to choose. For example, if we take congfei's words of "don't blame them, I don't need medical treatment anymore", we can praise a kind of valuable spirit that only knows to pay, doesn't ask for return, and a broad mind that treats people with leniency and rewards them with virtue; from the perspective of "one recipient even complains that it makes him very shameless", we can also criticize a narrow concept of "face"; From the perspective of "a fourth grade girl donated 10 yuan", it can also be emphasized that it's not how much you pay to help others, it's worth praising if I do my best Of course, in order to write a wonderful article, we should not only examine the topic accurately and have a healthy mind, but also strive to be sincere, profound and reasonable. As far as "deep understanding" is concerned, you can focus on analyzing the deep-seated reasons for the "loss of gratitude", examine the root causes of the difficulty of "fire" in philanthropy in China, and so on.

作為全國(guó)卷作文題，無疑對(duì)作文教學(xué)乃至語(yǔ)文教學(xué)都有著引領(lǐng)、導(dǎo)向作用。這道題緊密聯(lián)系社會(huì)生活，提出了考生無法回避的問題。面對(duì)這樣的考題，考生起碼得融入自己對(duì)材料的理解，題目本身也起到了引導(dǎo)甚至逼迫考生思考的作用。靠考前猜題押寶，背幾篇滿分作文，或者“套作”現(xiàn)成的作文，投機(jī)取巧，是寫不出好文章的。這就告訴我們，平時(shí)的作文訓(xùn)練，還得老老實(shí)實(shí)、扎扎實(shí)實(shí)，多閱讀，多思考，多關(guān)注生活、關(guān)注社會(huì)，著力寫出自己的真知灼見。

As a national volume composition topic, it undoubtedly plays a leading and guiding role in composition teaching and Chinese teaching. This question is closely related to social life and raises questions that examinees cannot avoid. In the face of such examination questions, examinees should at least integrate their understanding of the materials, and the questions themselves also play a role in guiding or even forcing examinees to think. You can't write a good essay by guessing questions and betting before the exam, reciting several full score compositions, or by "copying" ready-made compositions. This tells us that we need to be honest, down-to-earth, read more, think more, pay more attention to life and society, and strive to write our own insights.