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一、全国一“纲”一“本”,不利于教改的深入发展。不论地区条件好坏、教学质量高低和学生什么科类,全国一个《语文教学大纲》,使用的是一本统编教材。这本来就不利于多层次地、大面积地提高教学质量,大纲的相对规定性变成了绝对权威性,就更不利了。比如,大纲规定“基本课文”。这本来就是不科学的。这束缚得太死,而且,有些文章选作课文有欠妥当,更何况作权威的“基本课文”!同时,年年都是这些“基本课文”,也很大程度地影响了新鲜的反映时代精神的文章进入教材。
First, the “one outline” of the “one country” is not conducive to the in-depth development of education reform. No matter whether the regional conditions are good or not, the level of teaching quality and what kind of students are students, a national “Chinese Syllabus” uses a unified textbook. This is not conducive to improving the quality of teaching on multiple levels and in large areas. The relative stipulation of the outline has become absolute authority, and it is even more disadvantageous. For example, the syllabus specifies “basic texts.” This was originally unscientific. This bondage is too dead, and some articles are not properly selected as texts, let alone authoritative “basic texts”! At the same time, these are the “basic texts” each year, and also greatly affect the fresh reflection of the times Spiritual articles enter the textbook.