我们对新时期语文教学理论研究,考察与思考如下。一、十年语文教学理论研究的态势。对语文教学改革的演变轨迹,大家似乎已趋于这样的认识:即复苏(1977、1978年)→发展(1979、1980年)→高潮(1981—1984年)→低落(1985年后)。那么,教学理论研究又走过怎样的路径呢?笔者认为,它与教改实践并非一致,大体是复苏(1977～1980年)→发展与持续发展(1981年后),也即是说它没有大起大落,基本保持平稳发育的态势。如图示: We study and think about the theory of Chinese teaching in the new period as follows. One or ten years of Chinese teaching theory research situation. Everyone seems to have come to this understanding of the evolution of Chinese teaching reform: that of recovery (1977 and 1978) → development (1979 and 1980) → orgasm (1981-1984) → low (after 1985). So, the teaching theory has gone through what path? I believe that it is not consistent with the reform of education reform, generally recovery (1977 ~ 1980) → development and sustainable development (after 1981), that is to say it did not ups and downs , Basically maintaining the trend of steady development. As shown: