主持人语谈到当今学生语文素养不尽如人意时,我们常常感叹:学生读得太少,写得太少。于是乎,“多读多写”成为诊治该病的一剂良方,甚或不二法门。但细想一下,这种对语文“病”的诊断和开出的药方似有问题。第一,学生的语文素养不尽如人意,就是因为读得少写得少吗?第二,“多读多写”就真的是一剂良方吗?是否因此而加重了学生的学业负担了呢?实质上,教学所要追求的是少读少写,而不是多读多写,也就是说,读得少但所获甚多,写得少但进步很快,这才把教与不教区别开来。教学所追求的是低耗高效而不是高耗高效更不是高耗低效,教学就是要找到低耗高效的门径。观古察今,读写结合无疑是其中的一条正途。本期专题刊发的四篇文章,都是对读写结合的学理性、有效性的探讨。《读写结合的理论基础》为读写结合提供了心理依据和操作策略,而《〈泉水〉读写结合教学设 Moderator language When it comes to the unsatisfactory language literacy of today’s students, we often lament: students read too little and write too little. Ever since, “read and write more ” has become a prescription for the treatment of the disease, or even the only way. But think carefully, this kind of language “disease ” diagnosis and out of the prescription seems to have problems. First, the student’s Chinese literacy is not satisfactory, because less is less written? Second, “read and write more,” is really a recipe? Whether or not to increase the students In fact, the teaching is to pursue less reading and writing less than reading and writing more, that is to say, less is read but much is gained, less is written but the progress is faster. Only then can we teach And do not teach to distinguish. The pursuit of teaching is low-cost and efficient rather than high-efficiency and high efficiency is not high and inefficient, teaching is to find a low-cost and efficient access. The concept of observation Today, read and write combination is undoubtedly one of the right way. The four articles published in this issue are all about the rationality and effectiveness of combining reading and writing. The “theoretical basis of combination of reading and writing” provides a psychological basis and operational strategy for the combination of reading and writing, and “” combination of reading and writing teaching