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在研究如何提高文言文教学的有效性前,笔者认为首先起码应该搞清楚两个问题。第一,什么是教学的有效性;第二,为什么要提高文言文教学的有效性,换言之就是要分析现在文言文教学的现状。首先我们要搞清楚第一个问题,什么叫“教学的有效性”。现在教育界对“教学的有效性”有很多种解释。经过一番分析,笔者认为以下的说法比较准确。即“教学有效性”包括如下三重意蕴:1.有效果。教学效果是指教学结果中与预期教学目标相符的部分,它考察的重点是学生,是对教学活动结果与预期教学目标吻合程度的评价。2.有效率。由于教学活动本身也可以看作是一种精神性生产活动。由于教学投入的直接表现是师生双方时间、精力的投入,教学产出的直接表现是教学效果。3.有效益。“教学效益”是指教学活动的收益、教学活动价值的实现。
Before studying how to improve the effectiveness of classical Chinese teaching, I think we should at least first understand two issues. First, what is the effectiveness of teaching? Second, why should we improve the effectiveness of classical Chinese teaching? In other words, we must analyze the present situation of classical Chinese teaching. First of all, we have to figure out the first question, what is “the effectiveness of teaching ”. There are many explanations for the validity of teaching nowadays. After some analysis, I think the following statement is more accurate. That “teaching effectiveness ” includes the following three implications: 1. Effective. The teaching effect refers to the part of the teaching result that is in line with the expected teaching goal. The focus of the teaching is the student, which is an evaluation of the degree of conformity of the teaching result with the expected teaching goal. Efficient Because teaching activities themselves can also be seen as a spiritual activity. Because the direct investment of teaching is the input of the time and energy of both teachers and students, the direct performance of teaching output is the teaching effect. 3. Effective. “Teaching effectiveness ” refers to the benefits of teaching activities, the realization of the value of teaching activities.