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文本与课程是什么关系?对这个问题,语文教师照理是应该经常思考的,可事实并非如此。有的教师只管一篇篇地教课文,却并不考虑这篇课文与课程目标有什么关系。把文本当做文本教,把课程标准当标准读。这样的教学,就是只有文本而没有课程。从理论上说,文本是个体,课程是整体。文本教学与课程目标构成了这样的辩证关系:作为整体的课程目标要靠一个又一个个体的文本教学为载体来实现。但如果没有课程目标意识,孤立地进行文本教学,就不可能完成课程目标。只有朝着课程目标指引的方向而前进的文本教学才有可能达成课程目标。打个比方:汽车是由轮胎、方向盘、发动机、仪表等许多零件组合而成的。如果生产零件时,没有整车观念,不管大小粗细,只是盲目地生产,那就不可能组装成汽车。综观当今的中小学语文教材,普遍存在着文本与课程不对称的情况,这给准确找到文本在课程目标中的坐标带来了困难。但我们不能因为困难而放弃努力。
What is the relationship between text and course? On this issue, Chinese teachers should always think rationally, but this is not the case. Some teachers just a text to teach texts, but does not consider this text and course objectives have any relationship. Think of text as text, standard of course as standard. This teaching is the only text without a course. In theory, the text is individual, the curriculum is the whole. Text teaching and curriculum objectives constitute such a dialectical relationship: the goal of the curriculum as a whole depends on the teaching of texts one after another as a carrier. However, it is impossible to complete the course goal without text-oriented teaching in isolation. Only text teaching that is moving in the direction of the curriculum objectives is likely to reach the curriculum goal. For example: a car is a combination of tires, steering wheel, engine, instrumentation and many other parts. If the production of parts, there is no vehicle concept, regardless of size, just blind production, it can not be assembled into a car. Looking at the present textbooks in primary and secondary schools, there is a widespread situation in which the texts and the curriculum are not symmetrical, which makes it difficult to accurately find the coordinates of the texts in the course objectives. But we can not give up because of difficulties.