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大学语文性质争论多年来歧义纷出,很难得出建设性成果,而从教材历史生成的角度考察可能是一条较为清晰的道路。通过教材编写理念的历史化、问题化回溯,大致可以看到大学语文教材分别经历了侧重“语文”、“文学”、“人文”的不同时期,他们分别代表了大学语文发展的工具化阶段、审美化阶段、和伦理化阶段。在三个阶段演进中,“语文”、“文学”、“人文”三维虽有共时交错,但历时发展已成为主要线索,这个过程虽然缓慢、艰难,但其方向不可逆转,共同勾勒了大学语文课程整体功能转变的方向。
The controversy over the nature of college Chinese has made it difficult to draw constructive conclusions over the controversy over the nature of the Chinese language, but it may be a clearer way to look at the history of textbooks. Through the historicization of the compilation of teaching materials and retrospection of the problems, we can see that the Chinese language teaching materials have undergone different periods focusing on “Chinese”, “” “Literature” and “Humanism” respectively. They respectively represent the college Chinese The instrumental phase of development, the aesthetic phase, and the ethical phase. Although the three-dimensional “” language “, ” literature “and ” humanities "in the three stages of evolution have been staggered in time, the diachronic development has become the main clue. Although the process is slow and difficult, its direction can not be reversed Reversed, and jointly outline the direction of the overall function of the university Chinese course.