论文部分内容阅读
对科学言语教育的忽视是我国语文教育由来已久的问题,也是至今仍没有得到应有的重视,更没有在语文教学中取得应有地位的问题。上世纪末以来关注人文性的风潮更使科学言语教育问题雪上加霜。我们始终强调语文教育的思想教化功能,可以说,我们从来没有忽视过语文教育的人文性,尽管思想教化并不是人文性的全部。同时,我们也从来没有重视过语文教育的科学性,尽管也时常打着科学的旗号。科学言语的教育是语文教育科学化的一个重要方面。本刊今年第5期的两篇文章——《也谈“创造性阅读”》《为学习而阅读》已经应该使我们对这个问题有所警醒。本期再发一组文章正面讨论这个问题,希望引起全体语文教育工作者的关注和思考。
The neglect of scientific speech education is a long-standing problem in China’s language education, and it has still not received due attention so far, and it has not been given its rightful place in language teaching. The wave of attention to humanism since the end of the last century has further exacerbated the problem of scientific speech education. We have always stressed the ideological and educational functions of Chinese education. We can say that we have never neglected the humanistic nature of Chinese education, although ideological education is not all about humanity. At the same time, we have never paid much attention to the scientific nature of language education, even though it is often under the banner of science. The education of scientific speech is an important aspect of the scientific education of Chinese language. The two articles in this issue’s fifth issue of this year, “Also Talk about Creative Reading” and “Reading for Learning” should have made us aware of this issue. In this issue, we will issue a group of articles to discuss this issue positively, hoping to arouse the attention and thinking of all language educators.