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初中课本中汉语知识集中编排以后,近几年的中学语法教学的确存在一些偏向。有的教师脱离学生实际,强调系统性,对语法知识讲得过深过细、学生消化不了。有的教师不讲究方法,不联系学生运用语言的实际,只管讲名词术语,把语文课变成了现代汉语“专业”课,学生感到枯燥无味。有的教师主张对课文逐句作语法分析,把完整的作品搞得支离破碎。有了这些偏向,再加上语法体系自身的不尽完善以及语法学界学派林立、争议纷出的现状,“淡化语法”之说便应运而生,并且得到了不少教师的赞同。
In junior high school textbooks after the centralized choreography of knowledge, grammar teaching in middle school in recent years, there are some biases. Some teachers deviate from the actual students, emphasizing the systematic nature of grammatical knowledge too deep, students can not digest. Some teachers do not pay attention to methods and do not relate students to the actual use of language. Students can feel dull and boring, just speaking terminology and turning Chinese into modern Chinese. Some teachers advocate the grammar analysis of the sentence by sentence, and make the complete works fragmented. With these tendencies, coupled with the imperfections of the grammatical system itself and the numerous schools of the grammar school, the status quo of controversy, the “desalination grammar” theory came into being and many teachers agree.