语文课程与教学理论专家往往发现,身处一线的中小学语文教师对于语文教育教学理论常常带着很强的排斥姿态。比如读期刊,他们常常跳过理论部分去看教案设计;比如选购专著,他们往往选择“某某教案精选”而不会多看几眼“某某论”;比如听专家讲座,他们更感兴趣的是专家穿插的教案,而听到理论阐述部分则昏昏欲睡。为什么会出现这种种现象?原因当然涉及方方面面,下面,笔者想从理论本身来谈一谈。 Experts in Chinese language courses and teaching theory often find that Chinese teachers in primary and secondary schools who are in the front line often have a strong repelling attitude toward Chinese education theory. For example, reading journals, they often skip the theoretical part to see the design of the lesson plans; for example, to buy monographs, they often choose “sometimes lesson plan selection ” and do not look a few more “sometimes ”; such as listening to experts In the lectures, they were more interested in the lesson plans inserted by experts, but they were drowsy when they heard the theoretical explanation. Why do these phenomena occur? The reasons, of course, involve all aspects. Below, the author wants to talk about the theory itself.