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语文教学中的世界观、方法论教育,是按照语文课本的编排顺序进行的,不是按照辩证唯物主义和历史唯物主义的理论体系进行的.即是说,进行哪个观点的教育,是由教材的具体情况决定的.这样,便会出现这样的情况:几篇不同的课文都需要用同一个观点去分析研究.那么,同一观点在不同的教学时间先后多次出现,每次出现的区别在哪里呢?这就需要教者胸中有全局,安排好教学的层次.再者,不同的观点怎样安排教学的顺序,也有个层次问题,这是因为课文有难易之分,理论有深浅之别,观点的运用有繁简之异.由此可见,安排好语文教学中世界观、方法论教育的层次也是一个相当重要的问题.层次安排得当.则学生易于接受,教学效果较好。教学实践证明,下列几种教学层次是比较适宜的。
The worldview and methodological education in Chinese teaching is conducted in accordance with the arrangement order of Chinese textbooks. It is not based on the theoretical system of dialectical materialism and historical materialism. That is to say, the education of which viewpoint is carried out is determined by the teaching materials. It will be the case that several different texts need to be analyzed and researched with the same point of view. Then, the same point of view emerges several times in different teaching times. What is the difference between each occurrence? This requires the teacher to have an overall picture of the chest and to arrange the level of teaching. Furthermore, there are also a hierarchy of problems in how the different points of view are arranged in the teaching. This is because the text is easy to understand and the theory has a difference. There are differences between the use of simplicity. From this it can be seen that it is also a very important issue to arrange the level of world view and methodological education in Chinese language teaching. When the level is properly arranged, the students are easy to accept and the teaching effect is good. Teaching practice proves that the following teaching levels are more appropriate.