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作为一种新式的教学理念,“非指示性教学”的实践过程必然形态各异。本文着眼于“非指示性教学”“两不”“四自”的基本理念在高中文言文教学实践应用中的复杂性,指出其具体操作中的优势与误区。
As a new teaching idea, the practice of “non-instructional teaching” inevitably varies in form and form. This paper focuses on the complexity of the application of the basic concepts of “non-instructional teaching”, “two no ” and “four-self ” in high school Chinese teaching and points out the advantages and misunderstandings in its specific operation.