1984年底至今,我先后获得省、市“优秀青年教师”等荣誉称号,两次获晋升一级工资的奖励并被评为一级教师。我参与组建了福建省中学青年语文教师教学研究会并任负责人。还参加了一些教学用书和报刊的编写、编辑工作。我认为,学习语文的过程,本质上是一个文化背景与语言实践二者并举、互相影响的过程。组织和引导学生通过各种语言实践掌握更多的文化背景知识,借助后者来提高前者的水平,应是改进中学语文教学之根本所在。我还以为应该区别两种“知识”:一种是“对既成事实的描述”而重在记忆的知识;一种是对某种规律的概括“而旨在应用,在应用中又得到检验、贯通,获得个性化发展的知识。区分并弄清它们之间的联系,进而搞清它们在中学各年级的分布及其比重,是我近年来所关注的一个课题。 Since the end of 1984, I have successively won the honorary titles such as provincial and municipal ”Outstanding Young Teachers“, twice won the promotion of first-class salary and have been awarded the first-class teacher. I participated in the formation of Fujian Province High School Young Language Teachers Teaching Association and served as the person in charge. Also participated in some teaching books and newspapers preparation, editing. In my opinion, the process of learning Chinese is essentially a process in which both cultural background and language practice simultaneously and influence each other. Organizing and guiding students to acquire more cultural background knowledge through various language practices and using the latter to raise the level of the former should be the basis for improving Chinese language teaching in secondary schools. I also think that we should distinguish between two kinds of ”knowledge“: one is ”the description of a fait accompli“ and the one that focuses on memory; the other one is a generalization of certain laws ” It has also been the subject of my attention in recent years that it has also been tested, penetrated and given a personal knowledge of development, and to distinguish and clarify the links between them and then to understand their distribution and their proportion in all grades of secondary schools.