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语文课程标准明确指出:“工具性与人文性的统一是语文课程的基本特点。”正确把握语文教育的特点,就要在加强语言实践的过程中,让学生同时接受思想教育、情感熏陶,以全面提高学生的语文素养。反思我国的阅读教学,长期以来存在着两个偏差:一是课内放弃语言实践,特别是说写的语言实践,采用的是教师主宰下的内容分析、问答串讲、知识传授和道德训诫,很少让学生自己去直面课文消化吸收、迁移运用;二是离开课文内容,抛却作者情感,放弃感悟涵咏,把字词句从课文语境中剥离出来,进行机械的操作和演练。这样做,既违背了语文学习的规律,又违背了工具性与人文性相统一的课程特点,导致了阅读教学耗时多,收效少的结果。
The language curriculum standard clearly states: “The unity of instrumentality and humanity is the basic characteristic of the Chinese language curriculum.” Correctly grasping the characteristics of Chinese language education requires that students must be ideologically educated and emotionally immersed in the process of strengthening language practice. Comprehensively improve students’ language accomplishments. Reflecting on our country’s reading teaching, there are two long-standing deviations: First, to abandon the language practice in class, especially the linguistic practice of writing, using the content analysis, quizzes, knowledge transfer, and moral instruction under the dominance of the teacher. Less let the students themselves face the text to digest, absorb, and transfer. Second, leave the content of the text, discard the author’s emotions, give up the sentiment, separate the words and sentences from the context of the text, and perform mechanical operations and exercises. In doing so, it violates the laws of Chinese learning, and it also violates the characteristics of the curriculum with the unity of instrumentality and humanity, which leads to the result that reading teaching takes more time and results less.