论文部分内容阅读
二、总体构思,竭虑殚精长期以来,我国的语文教学已习惯于按文体“三级跳”的模式。1978年的大纲就规定“培养学生的读写能力在各年级要有一定的重点:初中一年级记叙,二年级记叙和说明,三年级记叙和议论,高中一年级比较复杂的记叙和说明,二年级比较复杂的记叙和议论”。1986年、1990年大纲中的分年级教学要求,进一步强化了记叙文——说明文——议论文的教学程序。应该承认这是一种模式,也不无道理,但并非最佳模式,更不是唯一的模式。语文学科具有工具性、思想性、实践性、综合性等多方面的特点,教材的总体设计不能只从一个角度进行线性思维,而应从多角度、多方向、多层次进行立体思维。新时期以来的许多语文实验教材,逐渐突破了“三级跳”、“两循环”的单一模式,提出了多种不同的设想。教
Second, the overall concept, thinking about the essence for a long time, China’s language teaching has been accustomed to stylistic “triple jump” model. The 1978 outline stipulates that “graduate students’ literacy needs to have a certain degree of focus in all grades: first-year junior high school, second-grade narrative and explanation, third-grade narrative and discourse, high-level first-year comparative narrative and explanation. The more complicated narrative and discussion of grades.“ The grade teaching requirements in the 1986 and 1990 syllabuses further strengthened the narrative-explanation-argument teaching process. It should be admitted that this is a model and it is not unreasonable, but it is not the best model, and it is not the only model. The disciplines of Chinese are characterized by many aspects such as instrumentality, ideology, practicality and comprehensiveness. The overall design of textbooks can not only be linearly considered from one angle, but should be multi-dimensional, multi-directional and multi-level. Many Chinese experimental teaching materials since the new period have gradually broken through the single mode of ”triple jump“ and ”two cycles", and put forward a variety of different ideas. teach