经过十五年的语文教改实验,我逐步确立了“读写改”整体教学模式。这一模式得到了领导和专家们的认可。大家一致认为它具有较强的时代性、理论性,体系科学,且具体可感、简明易学。但是,由于本模式主张在施行过程中对每一堂课都要进行课堂设计,有的老师便觉得它没有具体的课堂操作程式,不容易让人模仿,难以推广。对此,我想谈谈自己的看法,以求得语文界同仁的指教。 一 我们知道,语文是一门综合性很强的学科,至少有三性:一是工具性,二是思想性,三是社会性。而语文教学更为综合,至少包括三大任务:一是教养任务,既要传授知识,又要培养读写听说能力;二是教育任务;三是发展任务。这些特点和任务要通过课堂教学表现出来,而课堂教学过程包括教师的传授过程和学生的学习过程,两个过程又不能机械地相加。这样,语文教学 After fifteen years of experiments in language teaching reform, I gradually established the “reading and writing reform” as a whole teaching model. This model has been recognized by leaders and experts. Everyone agrees that it has a strong era, theory, system science, and can be specific, concise and easy to learn. However, as this model advocates classroom design for each class during the implementation process, some teachers feel that it does not have a specific classroom operating program and is not easy to imitate and difficult to promote. In this regard, I would like to talk about my own opinions in order to obtain advice from colleagues in the Chinese language industry. First, we know that Chinese is a comprehensive discipline with at least three characteristics: first, instrumentality; second, ideological and third, social. The language teaching is more comprehensive, including at least three major tasks: First, the task of education, not only to impart knowledge, but also to cultivate reading and writing ability; Second, the task of education; Third, development tasks. These characteristics and tasks must be demonstrated through classroom teaching. The classroom teaching process includes the teaching process of teachers and the learning process of students. The two processes cannot be added mechanically. In this way, language teaching