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语文教材不仅指语文教科书,还包括对培养学生的语文能力,提高学生语文素养的一切信息。我们把语文教科书称为“显性”教材,把其它的语文信息称为“隐性”教材。作为一名语文教师应该具有自觉填补“显性教材”(教科书)留下的空白的意识,充分发挥教师个体应有的课程价值,自觉根据教学实际对显性教材进行加工、整合和创造,挖掘出和教学相关的“隐性”教材,从而进一步丰富显性教材内容,丰富课堂教学内容。
Chinese textbooks not only refer to language textbooks, but also include all the information to develop students ’language proficiency and improve students’ literacy. We refer to Chinese textbooks as “dominant” textbooks and other language information as “implicit” textbooks. As a Chinese teacher, he should consciously fill in the blank consciousness left by “explicit teaching material” (textbook), give full play to the value of the curriculum that individual teachers should have, conscientiously process, integrate and create explicit teaching materials according to the actual teaching , Dig out teaching related “recessive” teaching material, so as to further enrich the content of explicit teaching material and enrich classroom teaching content.