我们怀着十分欣喜的心情,向广大读者推荐陆岩、周立新两位老师关于语文教学的两篇文章。长期以来,职中语文教学教学多以传授应用知识,掌握基本技能作为教学目标和教学内容的全部;分析归纳、肢解课文、标准化解题构成了语文教学的全过程。学生为学习而学习,越学越枯燥乏味。本来以生活为根基,充满人性美和生活情趣的语文学科也变成了字词句的堆砌和组合。语文的“工具”说主导了教坛。究其原因是多方面的,特别是与语文的考试方法有关。本期发表的关于注重语文教学人文精神的教学,恰恰在针对这个带有普遍意义的“工具”问题上能独辟蹊径,从学科和职教教学的实质方面进行了可贵的探索,指出了职校语文教学突出人文精神的重大意义,也提出了结合专业教学开展人文精神教育的方法,这不仅对语文教学改革有较高的参考价值,对其他学科教学也不无借鉴意义。———编者 With great joy, we recommended to the readers two articles by Lu Yan and Zhou Lixin on language teaching. For a long time, Chinese teaching and learning in Vocational Chinese Language has taught the application of knowledge and mastered basic skills as teaching objectives and teaching contents. Analysis and induction, dismembering the texts, and standardizing problem solving constitute the whole process of Chinese teaching. Students learn to learn, the more boring the more students learn. Originally based on life, the Chinese language discipline full of human beauty and interest in life has also become a pile and combination of words and sentences. The “tools” of language have dominated the teaching world. The reasons are many, especially related to the examination methods of Chinese. The teaching of the humanistic spirit that focuses on the teaching of Chinese language in this issue is precisely aimed at addressing this universally-aware “instrument” problem. It has conducted valuable explorations from the substantive aspects of the subject and vocational education, and pointed out the vocational school language. Teaching highlights the great significance of the humanistic spirit, and also proposes a method of combining humanistic education with professional teaching. This not only has a high reference value for the Chinese teaching reform, but also has no reference to other subject teaching. ---editor