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语文课程“工具性与人文性的统一”的性质虽然已经在新课程标准中明确确定,成为广大语文教师的共识。但并不意味语文课堂教学只有唯一一种正确的形态,或者要在一堂课中两者并重。语文教师完全可以在遵循语文教学规律的前提下,“因课而异”,抛开工具人文之争,不求一堂课的面面俱到,而要着眼于整个学习阶段,既注重语言能力培养, 重视听说读写四种能力的同步发展,又注重思维能力、审美情趣、健康人格的培养,提高学生的语文素养。特别指出,在具体语文教学实践中,人文性和工具性并非壁垒分明,遥如两极。
Although the nature of the unity of “instrumentality and humanity” of the Chinese language curriculum has been clearly defined in the new curriculum standards, it has become the consensus of the majority of language teachers. However, it does not mean that Chinese classroom teaching has only one correct form, or that both classes must be equal in one class. Chinese teachers can fully follow the rules of Chinese teaching and “different from class to class”, abandon the struggle between tools and humanities, do not ask for a lesson, but must focus on the entire learning stage, paying attention to the training of language ability and listening. Said simultaneous development of reading and writing four kinds of abilities, but also focus on the cultivation of thinking ability, aesthetic interest, healthy personality, improve students’ language accomplishments. In particular, it is pointed out that in the practice of teaching Chinese in specific languages, humanities and instrumentality are not barriers, and they are as far apart as two poles.