本期将“协调维护”“评价反馈”两项专业工作,结合起来提升为对学生学习活动的管理工作,这是对语文教学工作认识的质的飞跃。它适应以言语技能训练为核心,以学生学习活动为主体的现代语文教学的需要,体现了语文教学工作专业化的新发展。教学中管理概念的提出是一个新课题。这里的“管理”绝不仅仅是我们通常所理解的管理,我们通常意义上的管理仅仅是其中的一个方面。程炳德等老师的文章反映的还仅仅是我们通常意义上的管理,这是十分不够的,我们仅希望这两篇文章能给同仁们一点启发。十年前我在《语文教育学》(江西教育出版社)中有专章尝试探讨,可作为同仁们批评的靶子。 In this issue, the two professional work of “coordination and maintenance” and “evaluation and feedback” were combined to promote the management of student learning activities. This is a qualitative leap in understanding Chinese language teaching. It adapts to the needs of modern language teaching with speech skills training as the core, student learning activities as the main body, and reflects the new development of the professionalization of Chinese language teaching. The concept of management in teaching is a new topic. “Management” here is more than just management as we usually understand. Our usual sense of management is only one aspect of it. The articles written by Cheng Bingde and other teachers reflect only our usual sense of management. This is not enough. We only hope that these two articles can give my colleagues a little inspiration. Ten years ago, I had a special chapter in the “Chinese Language Education” (Jiangxi Education Press) to try to discuss, which can be used as a target for my colleagues’ criticism.