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教育部最新颁布的《全日制义务教育语文课程标准(2011版)》中,“综合性学习”词条在文中出现19次,足见政府教育部门对语文综合性学习的重视。但在现实的课堂里,语文综合性学习受到了冷落。笔者从生态学的角度观照语文综合性学习,发现是“语文味”“语文性”等脱离实际的过高要求在阻碍着语文综合性学习的继续深入开展。出现“理论热,现实冷”的状况,原因在于理论研究方面出现了偏差,产生了实践上的扭曲变形。
The “Comprehensive Learning” entry appeared 19 times in the “Full-time Compulsory Education Language Curriculum Standard (2011 Edition)” recently promulgated by the Ministry of Education. This shows that the government education sector places great importance on comprehensive Chinese learning. However, in the real classroom, Chinese comprehensive learning has been neglected. From the point of view of ecology, the author looks at the comprehensive study of Chinese and finds that the “too much” requirement of “language taste” and “language nature” is hindering the continuous and comprehensive development of Chinese comprehensive learning. The emergence of “theoretical hot, cold reality,” the situation, due to the deviation of theoretical research, resulting in the practice of distortion.