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“训练”在语文教学中曾经是普遍使用的概念。通过词源学和教育学涵义的考查,不同的教育流派也赋予其不同的意义。为了解决过分注重思想内容分析和知识教授的弊端,语文教学一度强调“训练”,但是由于忽视语文学科的特点,导致了盲目的、高耗低效的机械训练。随着课程理念的发展和注重情感、态度、价值观以及过程与方法等课程目标的变化,语文课程改革不把“训练”作为核心的概念。
“Training” is a commonly used concept in Chinese teaching. Through etymological and pedagogical meaning of the test, different educational genres also give its different meanings. In order to solve the problem of paying too much attention to ideological content analysis and knowledge teaching, Chinese teaching emphasizes “training” at one time, but ignores the characteristics of Chinese subjects and leads to blind, high-efficiency and inefficient mechanical training. With the development of the concept of the curriculum and the changes in the curriculum goals such as emotion, attitude, values and process and method, the reform of the Chinese curriculum does not regard “training” as the core concept.