论文部分内容阅读
1956年开始采用的高中文学教材,有厚古薄今,脫离实际、脱离政治、为文学而文学的偏向。 (一)从我国古典文学与现代文学所占的比重来看:大家都知道,在授課时間上,高中文学科以一年半的时間集中教我国古典文学,以半年的时間教我国現代文学。两者的比重是三比一。高中文学教学大綱草案还列了一个高中三年課外阅讀书目。在这书目中,属于我国古典文学的有22部,属于我国現代文学的仅19部。这就说明,高中文学科,不論从課內到課外,古典文学都占了絕对优势。所“厚”的是什么,所“薄”的又是什么?这是很明显的。为什么有厚古薄今傾向?我认为文学課本主編張毕來同志在“中学文学教材的分量問題”(見“人民
Textbooks for high school literature started to be used in 1956 are thick and thin and out of touch with reality and out of politics and the orientation of literature and literature. (1) Judging from the proportion of classical literature and modern literature in our country, we all know that in lecturing time, the high school of Chinese subjects focus on our classical literature for a year and a half and spend half a year teaching our country modern literature. The proportion of the two is three to one. The draft High School Literary Syllabus also lists a three-year high school extra-curricular reading book. In this bibliography, there are 22 Chinese classical literature, belonging to only 19 Chinese modern literature. This shows that the high school of Chinese literature, both from class to extra-curricular, classical literature has accounted for the absolute advantage. What is “thick” and what is “thin”? This is obvious. Why is there a tendency to be thick and thin? I think Comrade Zhang Bilai, the editor-in-chief of the textbook, is in the question of “the weight of textbooks for secondary schools” (see "People