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语文课不应该教课文,要用课文来教语文,或者说用课文来引导学生学习语文。认同这一观点,对于我们增强语文课程意识,树立正确的语文教育观,提高语文课堂教学的效率至关重要。那么面对一篇篇课文,教师如何选择教学内容呢,下面我们就围绕这个问题展开讨论。一、分清本体和非本体教学内容语文教师都认同,语文课程不仅承担培养学生运用语言文字能力的任务,还承担着思想品德、情感审美和多元文化教育等诸多任务。按照语文课程标准对语文课程功能的阐述,我们可以把语文课程的教学内容大致划分成两个大类:一类是语文本体性教学内容,一类是非本体性教学内容。
Language classes should not teach texts, use texts to teach language, or use texts to guide students to learn Chinese. To agree with this view is very important for us to enhance the awareness of Chinese curriculum, establish a correct view of Chinese education and improve the efficiency of Chinese classroom teaching. So in the face of an article text, how to choose the teaching content of the teacher, here we discuss this issue. First, to distinguish between ontological and non-ontological teaching Chinese teachers agree that Chinese courses not only undertake the task of developing students’ abilities to use spoken and written language, but also undertake many tasks such as ideological and moral, emotional aesthetic and multicultural education. In accordance with the language curriculum standards for the language curriculum functions, we can put the teaching content of Chinese courses can be broadly divided into two categories: one is the language of the teaching content of the body, one is the non-self-teaching content.