我开始认真思考语文教学改革问题,始于一九八○年的暑期。那时我出席了全国中学语文教学研究会在北戴河召开的座谈会。会上,从教书育人这样宏观的长远的考虑到课堂教学模式的具体设计,从思维和语言规律的深入探讨到体系改革的执着追求,有的已经总结出成果,有的正在边改边摸索;自然也有稳健派,他们非常珍视优良传统,注重教学实绩。所有这些,都使我顿开眼界,深受启发和鼓舞。白天来不及消化,到晚上一睡下便又翻出来一遍又一遍地“反刍”。当宵半的海风把轻柔的涛声送到了枕边,我还分明听见自己兴奋搏动的心音……这年秋季,学校分配我到初中一年级任教。因为人手有限,六个班三个教师,当然不可能进行教学改革的试点,但我深知自己正面临着一个根本的 I began to think seriously about the reform of language teaching, starting with the summer of 1980. At that time, I attended a symposium held in Beidaihe for the National Middle School Language Teaching Research Association. At the meeting, from the long-term perspective of teaching and educating people to take into account the specific design of classroom teaching models, from the in-depth discussion of thinking and language laws to the persistent pursuit of system reform, some have already summed up the results, and some are learning Naturally there are also stable schools. They cherish the fine traditions and pay attention to teaching performance. All these have opened my eyes and inspired and inspired. It was too late to digest in the daytime, and when it was asleep at night, it was turned over again and again. When the half-baked sea breeze sent the soft waves to the pillow, I clearly heard the heartbeat of my excited heartbeat... In the fall of this year, the school assigned me to teach in junior high school. Because of the limited manpower, six classes and three teachers are certainly not possible to carry out the teaching reform pilot, but I know that I am facing a fundamental