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在新课程改革的语文教学活动中,不论是课程的设计还是实施,都普遍存在着忽视“双基”、淡化文本、漠视学科特点和脱离学生实际而只一味追求表面上的热闹活动、形式上的探究合作。其具体表现为,在课程设计定位上重理性质疑、重研究意识、重创新精神、重活动能力、重合作精神、重媒体演示、重跨学科联系,而普遍轻文本解读、轻深掘教材、轻基础知识、轻基本能力、轻情感体悟、轻严谨扎实、轻凝神思考、轻独立操作。在课程实施(课堂活动)中呈现弱化基础、孤立文本、虚假自主、随意探究、无效合作、盲目综合、放纵个性、无度开放、曲解对话等(参阅戴正兴《将科学发展观融入语文教学》)。对课程
In the Chinese teaching reform of the new curriculum reform, whether it is the design or implementation of the curriculum, there is a general appearance of ignoring the “double base”, desalting the text, disregarding the characteristics of the subject and getting out of the student’s reality, Formal exploration cooperation. Its concrete manifestation is that it emphasizes the research of consciousness, innovation, activity, cooperation, media presentation and interdisciplinary contact in the course of curriculum design. However, the general text reading is light, Light basic knowledge, light basic ability, light feeling comprehension, light rigorous solid, light thinking, light independent operation. Weaknesses, isolated texts, false autonomy, arbitrary inquiry, ineffective cooperation, blind integration, individual indulgence, excessive openness and distortion of dialogue are all examples of curriculum implementation (classroom activities) (see Dai Zhengxing, “Integrating the Scientific Outlook on Development into Chinese Teaching”). On the course