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1 困惑触发反思,实践呼唤理论。语文教学改革,在方式、模式的层次上徘徊了许久,终于挣脱出来,向着教学论的高层次迫近,以求实现吕叔湘、张志公等前辈殷切期望的“突破性的改革”。《语文学习》近年来,特别是1991年度,以敏锐的触觉,革新的勇气,连续刊登了十多篇争鸣论文,它们涉及语文教学一系列带有根本性的问题;对语文界几位知名人士的某些论点和主张提出了质疑。可以说,这些论文的发表,对语文教学改革和学术争鸣起了良好的导向和示范作用。著名学者周有光在《汉语教育中的三个问题》一文中说:“我国今天,四个现代化的流水线遇到了教育的狭窄‘瓶颈’,教育的流水线遇到了‘语文’的狭窄‘瓶颈’”。为了适应现代化建设需要,语文教
A puzzled trigger reflection, practice call theory. The reform of Chinese teaching has lingered for a long time at the level of mode and mode, and finally broke free from the high level of teaching theory so as to realize the breakthrough reform promised by senior leaders such as Lv Shuxiang and Zhang Zhigong. In recent years, especially in 1991, with a keen sense of touch and the courage to innovate, “Chinese Language Learning” has published over 10 articles on contention, which involve a series of fundamental problems in Chinese teaching. Some famous persons in the Chinese language community Some of the arguments and assertions have been questioned. It can be said that the publication of these essays plays a good role in guiding and demonstrating Chinese teaching reform and academic contention. The famous scholar Zhou Youguang said in his article “The Three Problems in Chinese Education”: “In our country today, the four modernized assembly lines have encountered a narrow bottleneck in education. The education pipeline has encountered a narrow bottleneck in the language. ”. In order to meet the needs of modernization, Chinese teaching