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知识只有成为整体状态时,特别是对儿童的个体有整体意义时,才呈现出其“生命”。余文森教授主张,教不能教得全面系统完整,学要学得全面系统完整。这个观点给了我相当大的触动。新课程实施后,我们的语文课堂上依然弥漫着“雾霾”:或用大量信息淹没学生的灵性;或囿守于教科书的方寸之间没有任何的延伸与拓展;或只训练方法不讲求知识呈现及丰富性;或只追求知识的系统与完整,不关注能力与方法的训练……这些教学缺乏整体关联性、全面整合性,究其根源,就是没有处
Only when the knowledge becomes the overall state, especially when it comes to the overall meaning of the individual child, will it show its “life”. Professor Yu Wensen claims that teaching can not be taught in a comprehensive and systematic manner and that studies must be fully and systematically completed. This view gave me a considerable touch. After the implementation of the new curriculum, our language classroom is still filled with “smog”: or with a large amount of information to inundate the students’ spirituality; or to keep in the textbooks without any extension and expansion; or only training methods Emphasis on knowledge presentation and richness; or only the pursuit of knowledge system and integrity, do not pay attention to the ability and method of training ... ... these teaching lack of overall relevance, fully integrated, its root cause is no place