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关于“分类集中分阶进了段语言训练”的设想和实践,从一九七八年逐渐传播开来以后,许多关心的同志提出过不少建议、批评和质疑,这对我改进设计、编写教材和研究教法,极有助益。由此可见,教学改革具有广泛的社会基础;语文教学试验的每一进步,都渗透着集体的智慧。有些同志对我为分类集中分阶段进行语言训练而设置的一○八个训练点表示怀疑。归结起来大致是:这样做是不是过于机械?“一课有一得”能否使学生真的得到?在具体的教学中会不会割裂课文,以致造成孤立、片面的结果?
Since the idea and practice of “classifying step into segment language training” in the “categorization of categories” have gradually spread since 1978, many concerned comrades have put forward many suggestions, criticisms and doubts. This has helped improve my design , Write teaching materials and research method, very helpful. It can be seen from this that the teaching reform has a broad social foundation. Every progress in the teaching of Chinese teaching permeates the collective wisdom. Some comrades have expressed their skepticism over the 108 training sites that I set up for the purpose of focusing on the phased training of languages. Can be summed up as follows: Is it too mechanical to do so? Can a lesson be achieved by students? Will the lesson be cut apart in specific teaching so as to result in an isolated and one-sided result?