当前,在语文教学改革中,一些“倾向”似乎值得我们注意:其一,妄自菲薄的自卑心理。有些同志把中国的传统教育视作莠草.一提起它就扣上“灌、填、注”的帽子,加上“读死书、死读书、读书死”等等罪名,仿佛我们民族的传统教育一无是处。其二,忽视中国国情,即我们民族的特点。有些同志认为不论传统的还是现代的教育理论,外国人早就替我们做好,我们只要多多应用就是了。以拾别人的牙慧为荣。其三,忽略改革的历史继承性。有些同志在语文教改中或“自出心裁”,或“另辟蹊径”,总想踢开中国固有的传统自搞一套。美其名曰开创“新路”。……上述具有因果联系的倾向已使我们语文教学的改革,在一定范围内,在一定程度上,偏离了中国历史的根基,缺少民族传统文化的因子。 At present, in the reform of Chinese teaching, some “trends” seem worthy of our attention: First, they are self-abasmic. Some comrades regarded China’s traditional education as scrimmage. When it was mentioned, they took the hat of “filling, filling, and paying attention”, and added charges of “reading dead books, dying books, reading books”, etc., as if it were the tradition of our nation. Education is nothing. Second, ignore China’s national conditions, that is, the characteristics of our nation. Some comrades believe that foreigners have long been doing good for us, irrespective of traditional or modern educational theories. It is proud to pick up the wisdom of others. Third, ignore the historical inheritance of reforms. Some comrades have always wanted to kick off China’s inherent tradition of self-employment in language teaching reforms, either “intrigued” or “open up another way.” The United States created a “new road.” ... The above-mentioned tendency to cause causal links has caused our language teaching reforms to deviate from the foundation of Chinese history and to a certain extent to a certain extent, and to lack the elements of traditional ethnic culture.