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从人类发生史的角度看,人的生命发展一开始就伴随着教育,教育因人的生命而产生。从进化心理学的视野来看,语言是在基因生理性和环境进化性综合作用的基础上产生的;语言的创造反过来再创造了人的本身,言语人生是人类最具本质特点的人生;语言的教育是生命成长的需要,以“言语生命”作为语文教学思维和行为的原点,是顺应了生命的潜质和天性。汉字是华夏民族文化认同的根脉,是母语文化的始基;字象思维打开了语文教学新境界,“字思维”体现了语文“生命化课堂”的特征。“文本性”是语文教学的本质属性,坚持语文教学的“文本性”性质,是语文教学合适的文化选择。
From the perspective of human history, human beings’ life and development are accompanied by education and education from the beginning of human life. From the perspective of evolutionary psychology, language is produced on the basis of the combined effects of gene physiology and environmental evolution. Language creation in turn creates human beings. Speech life is the most essential characteristic of human life. The education of language is the need of life growth. Taking “life of speech ” as the starting point of thinking and behavior of Chinese teaching is in conformity with the potential and nature of life. Chinese characters are the root of Chinese national culture identity and the beginning base of mother tongue culture. Word thinking opens the new realm of Chinese teaching, and “word thinking” embodies the characteristics of Chinese “life class”. “Textuality ” is the essential attribute of Chinese teaching, insisting on the “textuality ” nature of Chinese teaching and is a suitable cultural choice for Chinese teaching.