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1988年以来,我们对中学语文教学整体改革进行了系统的实验。三年为一周期。在第一个实验周期内,侧重在教学思想、教学内容和教学方法等方面的整体性上进行探索研究。在第二个实验周期内,我们在总结经验的基础上,把“教”与“学”两大要素看做一个有机的整体,重点探讨了学法改革。 课堂教学是由教材客体、学生主体和教师主导所组成的三位一体的动态结构。客体价值的实现必须依赖于教学双方的主体作用和主导作用的最佳结合和充分发挥。而教师指导学生改革被动的学习方法正是使教学的主体作用和主导作用得到最佳结合和充分发挥的有效
Since 1988, we have conducted systematic experiments on the overall reform of Chinese teaching in middle schools. Three years is a cycle. In the first experimental period, the focus was on exploring the overall aspects of teaching thinking, teaching content, and teaching methods. In the second experimental cycle, based on summing up experience, we regard the two major elements of “teaching” and “learning” as an organic whole, and focus on the reform of learning methods. Classroom teaching is a three-in-one dynamic structure composed of the teaching material object, the student body, and the teacher’s leading role. The realization of the value of the object must depend on the best combination and full play of the main role and the leading role of both parties. The teacher instructs students to reform passive learning methods so that the main role and leading role of teaching can be optimally combined and brought into full play.