语文教学有很多合理的要求,非常有利于培养学生的语文能力,提高他们的语文素养。遗憾的是,有一些要求有其言而无其行,有其名而无其实,这种“只说不做”的现象,说明语文教学存在若干亟待解决的问题。 先说听、说、读、写。自从1950年中央人民政府出版总署编审局编辑的语文课本出版后,听、说、读、写的提法逐步普及,现早已是众口一词了。这套统编课本的《编辑大意》说得明白:“语文教学应该包括听、说、读、写四项,不可偏轻偏重。”这是符合语文教学的客观规律的。它既反映了人们语言认识和发展的逻辑关系,也揭示了人们语言成长过程的系统特征。但 There are many reasonable requirements for language teaching, which is very helpful for cultivating students’ language ability and improving their language accomplishment. Regrettably, there are some requirements that have their own words and their names are unfounded. This phenomenon of “say nothing,” shows that there are a number of problems that need to be solved in language teaching. Let us talk about listening, speaking, reading and writing. Since the publication of the Chinese textbook edited by the editorial bureau of the General Administration of Publication of the Central People’s Government in 1950, the reference to listening, speaking, reading, and writing has gradually become popular, and it has long been the word. The “editing idea” of the textbook is clearly understood: “Chinese teaching should include listening, speaking, reading and writing. It must not be biased.” This is in line with the objective laws of Chinese teaching. It not only reflects the logical relationship between people’s language recognition and development, but also reveals the systematic characteristics of people’s language development process. but