论文部分内容阅读
1955——56学年度,我試教了初中一年級汉語、文学新課本。在参加全国語文教学会議期間和暑假期間,我又较仔細地学習了“初中汉語教学大綱(草案)”和“初中文学教学大綱(草案)”。在实踐和学習当中,我深深为汉語文学分科教学这一具有历史意义的改革感到兴奋;并且深深感到文学、汉語教学大綱(草案)規定的教材比原来的語文課本具有極大的优越性。然而我也感到它们还存在着不少缺点。这里,我仅就“初中汉語教学大綱(草案)”中所規定的教材分量及教学进度提出我个人的看法,我認为,这样規定有落后于学生知識水平的地方。首先,我不同意初中一年級学生用九个課时講汉語緒論編。因为,第一,緒論編有許多內容都比小学学过的知識还要淺显。例如,緒論里講到詞类时,只提出了名詞、动詞和形容詞;講到句子成分时,只提出了主語和謂語。事实上,学生在小学时学到的有关知識远远超过这些。此外“什么是詞”“什么是語調
In the 1955-56 academic year, I experimented with a freshman textbook for first-year middle school in junior high school. During my attendance at the National Chinese Language Teaching Conference and during the summer vacation, I studied the “Junior High School Syllabus (Draft)” and the “Junior High School Literature Syllabus (Draft)” more carefully. In practice and study, I am deeply excited about the historic reform of Chinese literature sub-teaching. I also deeply feel that the teaching materials stipulated in the Draft Textbook of Chinese Literature and Chinese are of great significance compared with the original Chinese textbooks Superiority. However, I also feel that they still have many shortcomings. Here, I only put forward my own opinion on the teaching material and the teaching progress stipulated in the “Outline for Teaching Chinese as a Second Language”, and I think such provisions lag behind students’ knowledge level. First of all, I do not agree with the first-year middle school students in nine classes speaking Chinese introduction series. Because, first, many of the introductory remarks are less obvious than those learned in primary schools. For example, when it comes to speech in the introduction, only nouns, verbs and adjectives are mentioned; when it comes to the composition of sentences, only subject and predicate are proposed. In fact, the relevant knowledge students have learned in primary school far exceeds those. In addition “What is the word” "What is the tone