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“精讲多练”的提法,自一九六○年在黑山会议上提出以来,一直做为“是在语文教学过程中充分发挥教师的主导作用和调动学生积极性,提高教学质量的重要原则”(《中学语文教学法》第25页,这条原则在语文教材和教学刊物中,广泛袭用.几乎成为被语文界所公认,约定俗成了的东西。对这个提法本身是否完全合于语文教学过程的规律,是否全面和科学,一向无人怀疑。这里,笔者不惴目昧,对“精讲多练”这一提法提出质疑,以抛砖引玉,求得广泛的讨论,进而得出一个较为科学的提法。我认为,
Since the proposal made at the Montenegro meeting in 1960, it has been “an important principle of giving full play to the leading role of teachers and arousing the enthusiasm of students and improving the quality of teaching in the course of teaching Chinese (This principle is widely used in Chinese textbooks and teaching journals and has become almost universally recognized by the Chinese community as a matter of tradition. Whether or not this formulation is entirely compatible with Chinese teaching The law of the process, whether it is comprehensive and scientific, has always been no doubt .Therefore, the author does not glance at the ”refined talk more practice" this one is questioned in order to start a discussion, get a wide range of discussions, and then come to a more Scientific formulation. I think,