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1994年5月我在上海《语文学习》谈过标准化试题与语文教学的关系.现在再就标准化试题的作用深入谈一谈.一、“标准化”试题能够深入课文作者的构思过程,使隐性的构思过程明朗化、可操作化.这样,一篇课文,大到篇章结构,小到标点符号,凡是对构思有重要作用因而成为构思的标志的,都可以而且应该成为“标准化”试题的命题点子.不要怕一篇课文的教学中一会儿讲讲词语词组,一会儿练练语法修辞,只要都在构思的点子上,就有益而无害,而且这个“益”是大益,不是小益,即指在总体上提高了学生的语文水平.如果分而教之,这学期弄语法,下学期管修辞,肢解课文,无视构思,到哪一天才能提高语文水平呢?
In May 1994, I talked about the relationship between standardized test questions and Chinese teaching in the “Language Study” in Shanghai. Now I’ll talk about the role of standardized test questions in depth. First, the “standardization” test questions can deepen the idea of the author of the text and make it implicit. The process of conception is clear and actionable. In this way, a text, a large text structure, a small punctuation mark, and an important role in conception and thus a sign of conception can and should become the topic of “standardization” test questions. Don’t be afraid of teaching a lesson in a text. When you learn grammar rhetoric in a moment, as long as you are conceiving ideas, it is beneficial and harmless, and this “benefit” is a big benefit, not a small benefit. This means that students’ language skills are generally improved. If they are taught separately, this semester will get grammar, semester rhetoric in the next semester, mutilation of the text, and ignoring the idea. In what day can we improve the language proficiency?