目前,语文教学中忽视文学因素教学的现象比较普遍。一篇好端端的文学作品,常常被孤立地讲字词句章所肢解,致使学生对语文这门学科兴味不浓,学习效率不高。产生这种现象的原因,一是对“语文”概念的理解存在着一定的片面性。对概念理解上的差异,不仅影响教材的编选,而且直接影响到语文教学。二是把语文的工具性和文学性割裂开来。片面强调了前者而忽视了后者,对“文学课”产生了种种错觉。根据文学作品的特点进行教学,提高学生的读写能力,使学生既受到艺术的感染,同时又受到思想的熏陶,象这样的语文教学能否进入“真正的语文 At present, the phenomenon of ignoring the teaching of literary elements in Chinese teaching is relatively common. A well-endured literary work is often dismembered by words and phrases in isolation. This results in students’ lack of interest in the discipline of language and inefficient learning. The reason for this phenomenon is that there is a certain one-sidedness in understanding the concept of “language.” Differences in concept understanding not only affect the compilation of textbooks, but also directly affect the teaching of Chinese. The second is to separate the instrumentality and literariness of language. The one-sided emphasis on the former neglects the latter, creating all kinds of illusions about “literary classes.” Teaching according to the characteristics of literary works to improve students’ literacy, so that students are not only affected by the arts, but also influenced by their ideas. Can such language teaching enter the “real language?