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零打碎敲,纷繁无序,“一篇课文讲语文”,一直是语文教学的通病。其实,作为一门学科,语文也是一个整体系统,组成系统的各部分之间也是有结构的,相互联系的,忽视了这种结构和联系,语文教学必然是少、慢、差、费。现行的高中语文教材,根据教学大纲的要求,又吸收了多年来的研究成果,在教材的编排体例上作了较大的改变,加强了知识传授和技能训练的序列性、系统性,特别强调了单元教学,这对于改变语文教学整体目标抽象、模糊,具体训练琐碎、单一的现状,无疑会起到很好的促进作用。但是,现实表明,教材的改革并不等于教
Breaking pieces and breaking them in an orderly way, “A language in one language” has always been a common problem in Chinese language teaching. In fact, as a discipline, language is also an overall system. The various parts of the system are also structural and interrelated, ignoring this structure and connection. Chinese teaching is inevitably less, slower, worse, and less expensive. The current high school Chinese language textbooks, according to the requirements of the syllabus, have also absorbed research results over the years, made major changes in the arrangement of the teaching materials, and strengthened the sequence and systematicness of knowledge transfer and skills training. The unit teaching will undoubtedly play a good role in promoting the abstract and ambiguous change of the overall goal of Chinese teaching, as well as the concrete and trivial training of the status quo. However, the reality shows that the reform of teaching materials does not equate to teaching.