长期以来,由于对于语文这个学科的性质和目的任务不明确,因而不能正确处理讲和练的关系,其表现为:重讲轻练,多讲少练,甚至于只讲不练。这种现象在三十年中是长期的、普遍存在的。近两年来,某些地方因为要应付考试,又有重练轻讲,多练成灾,以致影响到学生健康的。我们说,这两种作法都是不利于提高学生语文能力的。从传统的语文教学来看,并不是重讲轻练的。学童发蒙,先学写字,读书背书,对对子,并不开讲;等读到一定阶段,认识了一定数量的字,才开始讲;讲也不多,不过是帮学生扫除些障碍,解决点疑难,拨开点窍门。应 For a long time, due to the unclear nature and purpose of the discipline of Chinese, it cannot correctly deal with the relationship between speaking and practicing. It is manifested as: Re-speaking lightly, speaking less, and even speaking only. This phenomenon is long-term and ubiquitous in the past 30 years. In the past two years, in some places, because of the need to cope with the examinations, they have practiced hard work and practiced more, resulting in more health problems. We said that both of these practices are not conducive to improving students’ language ability. From the perspective of traditional Chinese teaching, it is not a matter of retraining. When schoolchildren become afflicted, they must first learn to write and endorse books. They don’t talk about pairs. When they read a certain stage, they understand a certain number of words, and they begin to speak. They don’t speak much, but they help the students to remove some obstacles and solve problems. Difficulties, open the door. should