近年来,由于语文教学质量不高,大家开始认真探讨语文教学法了。众说纷纭,莫衷一是。其间,有些确属真知灼见,但也有些实为奇谈怪论。叶圣陶先生关于 “教是为了不教”的主张,旨在教学过程中,培养学生的能力,发展学生的智力。有人却把它误解了,认为:只有“教”才能达到“不教”,于是在“讲”上大作文章。持这种观点的人未必多,因为太荒唐;但具有类似思想倾向的人并不少,因为积习深。“精讲多练”,异口同声。其实,“讲”与“练”的关系究竟应该怎样摆?有人认为讲是前提,不讲无法练。果真如此?讲前不能练吗;讲中不能练吗?只能在讲后练吗?“把“教”与“不教”机械地割裂开来,把“讲”与“练”简单地排 In recent years, due to the poor quality of Chinese teaching, everyone began to seriously study the Chinese teaching method. Different opinions, incomprehensible. In the meantime, some really good advice, but some are really strange talk about it. Mr. Ye Shengtao’s idea of ​​“teaching is not teaching” aims to cultivate students ’abilities and develop students’ intelligence during the teaching process. Some people misunderstand it, thinking that only “teaching” can achieve “no teaching”, and thus make a fuss about “speaking.” There are not many people who hold this view because it is too absurd; but there are not many people who have similar ideological tendencies because they learn more deeply. “Speak more practice”, in unison. In fact, what should be the relationship between “speaking” and “practicing”? Some people think that speaking is the premise and can not speak without practice. If so? Can not practice before? Can not practice? Can only speak after training? “To” teach “and” do not teach “mechanically separated from the” talk “and” practice "simply row