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如果走进真实的现实语文课堂,就会发现,同一篇文章对于不同的教师而言,教学的内容取舍差异很大,教学内容的“已然”与“应然”常常出现严重断裂或错位。由于语文教学内容的模糊性,导致教学内容泛化甚至远离语文教学。更深层次看,就学生终极发展而言,语文教学内容的“已然”和“应然”是否断裂?怎样的语文教学内容才真正是学生学习的“应然”内容?百年语文教育改革的根何在?因此,语文课程研制者、语文教材编写者和语文教学执行者,都有必要对这些问题进行认真研究。
If you walk into a real-life language class, you will find that the same article for different teachers, the teaching content of the choice of very different, teaching content “already” and “should” often severely broken Or misplaced. Due to the vagueness of the Chinese teaching content, the teaching content is generalized or even far from Chinese teaching. From a deeper perspective, in terms of the ultimate development of students, whether the content of Chinese teaching is already broken or not should be broken and what kind of Chinese teaching content should really be what students should learn. So what is the root of Chinese education reform? Therefore, it is necessary for Chinese language curriculum developers, Chinese textbook compilers and Chinese teaching practitioners to study these issues seriously.