几年来,语文教学改革取得了可喜的成绩。在教材的编写方面,陆续出现了一批具有新风貌的教材系列(1)。这些教材的编撰者虽然走的路子不尽相同,或“分类分段”,或“分段分点”,但都在努力找到语文教材的“主线”。在教法的创造方面,也出现了不少颇有影响的教学模式(2)。不论是“八步教读法”,还是“六步教学法”;是“导说法”,还是“读议讲练”法,都旨在确立教学中的“主体”。一个“主线”,一个“主体”,应该说已经触及 Over the past few years, the Chinese language teaching reform has made gratifying achievements. In the preparation of teaching materials, a series of textbooks with new features have emerged one after another (1). Although the editors of these textbooks have taken different paths, or “classification segments,” or “fragmentation points,” they are trying to find the “main line” of Chinese textbooks. In the creation of teaching methods, there are also quite a number of influential teaching models (2). Whether it is the “eight-step teaching reading method” or the “six-step teaching method”; it is the “guided statement” or the “reading and speaking” method, both aimed at establishing the “subject” in teaching. A “main line” and a “subject” should be said to have touched