After reading Ms. fan yunnian's blog "monographs can also be better read", I think of my experience in guiding students to write papers and patent application documents in recent years. Then I would like to talk about language education in our primary and secondary schools and undergraduate universities.

In the process of guiding and revising students' dissertations, academic papers and patent application documents, my biggest feeling is that the children's language ability really can not meet the needs of scientific research and completely do not have the ability to write serious scientific and technological documents, which is specifically reflected in:

1. Write a sentence with several meanings without punctuation; A paragraph, a few ideas, do not know how to express in segments. Between sentences, paragraphs and chapters, there are either serious logical faults or wrong or confused logical relations. This reflects the serious lack of language logic education for children.

2. Lack of vocabulary, words and expressions are neither elegant, accurate, nor rigid. Sometimes there is a pile of nonsense: a thousand words without talking about the main points. Sometimes the details are not appropriate. If you should write in detail, you can take it all in one stroke; In a simple place, try hard to write what others have written long ago. This shows that children read too little and feel bad about language.

3. Unable to combine pictures with text, when it was time to use charts, he made a pile of words, so he couldn't express it clearly. The drawing is not beautiful and concise, and cannot form a complementary relationship with the text. It is very uncomfortable to read. This reflects that the basic drawing training is also seriously insufficient during the University.

Almost every student writes a thesis or patent application document. From the first draft submitted by the student to publication, I have to modify it at least 10 times before I can finalize it. Seriously, almost every sentence has to be modified. It's really hard.

It can be said that graduate students' Chinese ability is very low. I think an important reason is that there is a big problem in our language education. The problems of language education in primary and secondary schools and colleges have been revealed by the time of graduate and university graduation. Although our source of graduate students is mainly two books, I dare say that this problem also exists widely in double first-class schools - mainly from my feeling of reviewing manuscripts and reviewing graduation thesis.

We should really reflect on Language Education:

1. The choice between English and Chinese education, the allocation of class hours in various subjects and the distribution of scores in major examinations deserve serious reconsideration. At present, we should think about whether English education should be weakened and Chinese education should be strengthened under the condition that Chinese education is so ugly and the vast majority of national universities and graduate students no longer use English after graduation?

2. The reform of standardized examination should be put on the agenda. We should strengthen the proportion of questions without standard answers such as reading and writing.

3. Don't learn language as a science, but as a skill and a tool. It needs to be practiced and used continuously in primary and secondary schools and universities; Greatly increase reading and writing training. In the writing education of primary and secondary schools, we should pay special attention to the perfect training of composition correction - this is the most lacking link until postgraduates can get the guidance of their tutors. Students should understand as soon as possible that good works cannot be written in one move, but are revised many times.

Wishful thinking, I hope you will forgive me!