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1994年11月14日—18日,中国教育学会小学语文研究会第五届年会在江苏省苏州市召开,李吉林副会长向与会的一百多位理事、代表作了上届研究会的工作总结,大会选举了研究会的新一届理事会,高惠莹任会长,崔峦任常务副会长兼秘书长。天津师大田本娜教授作了题为《抓住发展中的问题充实深化阅读教学过程》的学术报告，杭州大学教育系张定璋教授就教育实验研究的现状和发展趋势也作了发言。经过两天的论文交流和小组研讨，大家一致认为要进一步明确语文学科性质上的工具性，任务上的综合性，要以学生为主体，教师为主导，调动学生的读写积极性，语文教学必须符合学生的认知规律，要重视非智力因素的作用，以非认知过程来推动和促进认知过程；要以语感训练为基础，以语言规律为指导，运用学习迁移规律提高教学效率，会议也提出了当前阅读教学中急待解决的问题：（1）对学生为主体的思想出现形式主义的理解，频繁的课堂提问挤占了学生读写训练的时间；(2)对语文学科的工具性认识不深，落实不力。表现为教师钻研教材不深，挖掘语言因素不深；(3)阅读教学过程还不够充实完整。没有体现出从语言到内容再从内容到语言表达的教学过程的层次性；(4)在进行思相教育时显得情不深理不透，表现为把简单的问题复杂化，把复杂
From November 14 to November 18, 1994, the fifth annual meeting of the Chinese Society of Primary Education for Chinese Society of Education was held in Suzhou, Jiangsu Province. Vice President Li Jilin made a speech to more than one hundred directors and representatives attending the symposium Work summary, the Assembly elected a new session of the Council Council, Gao Huiying as president, Cui Luan served as executive vice president and secretary general. Prof. Tian Benna from Tianjin Normal University made an academic report titled “Seizing the Problems in Development and Deepening the Teaching Process of Reading”. Professor Zhang Dingzhang from the Education Department of Hangzhou University also made a speech on the status quo and development trend of educational experiments. After two days of essay exchange and group discussion, we all agreed that it is necessary to further clarify the instrumental and task-based nature of the Chinese subject. It is necessary to take the student as the mainstay and the teacher as the leading factor to mobilize the enthusiasm of students in reading and writing. In line with the students' cognitive rules, attention should be paid to the role of non-intellectual factors to promote and promote cognitive processes with non-cognitive processes. Based on the sense of language training, guided by the laws of language, the law of learning transfer should be used to improve teaching efficiency. But also put forward the problems to be solved urgently in the current reading teaching: (1) The understanding of the main body of students appears formalism, frequent questions in the classroom to occupy the students' reading and writing training time; (2) the instrumental Poor understanding, poor implementation. Performance for teachers to study textbooks is not deep, mining language factors are not deep; (3) reading teaching process is not full and complete. Did not reflect the level of teaching process from language to content and then from content to language expression; (4) did not seem irrational in the process of thinking and thinking, manifested as the complexity of the simple problems, the complexity