一、课堂教学必须把知识传授与思维训练、情感熏陶、思想启迪和世界观培养结合起来。 语文教学是立体的,而不是单一、平面的。平时我们往往过于强调重视语文的工具课性质,把语文教学局限于‘双基’教学,失却了语文的人文性质,因而使得学生对语文感到索然寡味,最终也无法提高语文水平。要真正培养语文能力,必须在重视语文学科的基础工具性的同时,高度重视语文的人文特性。课堂教学中,重视对课文中的语文知识、思维方法、思想情感、道德修养、世界观等内涵的发掘,将它们有机结合起来训练学生,只有这样,方能达到教学目的,提高语文课堂教学质量。 二、课堂教学要有层次性,师生都要明确‘知’和‘懂’与‘会’的关系。 从方法论的角度来审视教学过程,师生之间不外乎涉及‘知识’、‘方法’和‘能力’三个认识实践对象,这三者中,‘知识’和‘方法’是教师可以直接传授给学生的,使学 First, classroom teaching must combine knowledge transfer with thinking training, emotional influence, thought inspiration, and world view cultivation. Language teaching is three-dimensional, not single, flat. In peacetime, we often place too much emphasis on the nature of the tool course of Chinese, confining Chinese teaching to ‘double-base’ teaching, and losing the humanistic nature of Chinese language, thus making students feel uncomfortable with Chinese and eventually failing to improve their language skills. To truly cultivate language ability, we must attach importance to the basic tools of the Chinese language discipline and attach great importance to the humanistic characteristics of Chinese language. In classroom teaching, the emphasis is placed on excavating the Chinese language knowledge, thinking methods, thoughts and feelings, moral cultivation, and world outlook, etc., and combining them organically to train students. Only in this way can we achieve the purpose of teaching and improve the quality of Chinese classroom teaching. Second, classroom teaching must be structured. Teachers and students must clearly define the relationship between ‘knowledge’ and ‘understanding’ and ‘hui’. Examining the teaching process from the perspective of methodology, there are no more than three cognitive and practical objects involving ’knowledge’, ’method’ and ’ability’ between teachers and students. In these three, ’knowledge’ and ’method’ are direct Taught to students