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近年来,“多读多写”这个传统经验受到了特别的重视。从各报刊介绍的经验来看,每学期讲读课文猛增到四、五十篇,甚至七十多篇;作文不是七、八次,而是二十多次三十多次。令人读后,惊叹不已!钦佩之余,又不禁疑窦陡生。这么多的读写量,师生双方究竟是怎样完成的?它是否切实,是否可行?有没有普遍推广的价值?这样的。“多”法,会给学校教育工作的全局造成怎样的后果?宣传这种。“多”的经验,究竟向语文教学工作指导了一个什么方向?……拿初中一、二年级语文教学时数来算一算,每周六课时,每学期十六周,共计九十六课时。学生写一篇作文通常花两小时,则二十篇作文需花四十课时,如果两次作文评讲一次,又需十课时。这样,阅读教学仅有四十六课时,如果要教四十篇课文,则一篇课文只教一课时,这样能谈得上什么教学质量?
In recent years, the traditional experience of “read more and write more” has received special attention. From the experience of newspapers and periodicals, the number of readings and readings per semester soared to four or fifty or even seventy articles; the composition was not seven or eight times, but twenty or thirty more times. After reading it, I was amazed! When I admire it, I can’t help but suspect Dou Shengsheng. With so many readings and writings, how exactly do teachers and students accomplish? Is it practical, feasible, and is there any value for general promotion? How does the “multiple” method have consequences for the overall situation of school education? What is the experience of “multiple” teachings to the Chinese language teaching?... Take the number of Chinese language teaching in the first and second grades of junior middle school to calculate the total number of teaching hours. Six classes per week, 16 weeks per semester, a total of 96 lessons . When a student writes an essay that usually takes two hours, twenty essays need to take 40 lessons. If two essays are evaluated once, ten more hours are required. In this way, if there are only 46 lessons in reading instruction, if we are to teach forty texts, then only one lesson will be taught in one lesson. What kind of teaching quality can we talk about?