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谈到中学生语文能力的培养,大家都异口同声地说应当包括听、说、读、写四个方面。但是在教学实际中,听说训练和读写训练的地位却是相当悬殊的。在一个学期中,教师对“写”的数量、方式以及它与“读”的关系等等,都能做到心中有数、本上有帐。至于“说”的训练,当然不能说没有,但究竟有哪些具体安排?通盘计划又怎样?这些恐怕是不少教师难以说得清楚的。即使是各种研究会和报刊杂志对语文教改的讨论,也是关心“读写”的多,涉及“听说”的少。
When it comes to cultivating middle school students’ language skills, everyone said in unison that it should include listening, speaking, reading and writing. However, in the actual teaching, the status of training and reading and writing training is quite different. In one semester, the teacher’s knowledge of the number and manner of “writing” and its relationship with “reading”, etc. As for the training of “say”, of course, we can’t say no, but what are the specific arrangements and what is the overall plan? I am afraid that many teachers are unable to make it clear. Even the discussion of language teaching reform by various research associations and newspapers and magazines is also concerned about “reading and writing”, and less about “heard”.