80年代以来,听说教学已作为语文教学的一个有机部分而被普遍付诸实践,但随之产生的效应往往不尽人意。究其缘由,习惯势力、经验主义和主观唯心主义等思想的干扰是一个重要方面。本文拟对当前听说教学观念的几处误区各立存照,以利诊治,以儆效尤。一、自然形成观有人认为听说能力的培养主要是在幼儿阶段,一个人只要初步学会了听说,在后来的生活和工作中就会“无师自通”地逐渐提高,社会上没有受过正规听说教学的大有人在,他们照样活得十分自如,所以把听说教学纳入语文教学的主体框架就成了可有可无,甚至是多此一举。产生这种观念的根源是自然经济的小生产 Since the 1980s, listening and speaking have been put into practice as an integral part of Chinese teaching, but the resultant effects are often not satisfactory. The interference of ideas, habitual forces, empiricism and subjective idealism is an important aspect. This article intends to save the misunderstandings of the current teaching and learning concept. First, the concept of natural formation Some people think that the ability to hear and say mainly in early childhood stage, as long as a person initially learned to hear and say, in later life and work will be “no teacher self” to gradually increase, the community has not been Many people in the formal listening and teaching, they still live very freely, so to hear and talk into the teaching of the main framework became indiscriminate, or even more. The root cause of this concept is the small-scale production of the natural economy