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中学语文教学改革,曾一度十分活跃,走过一段轰轰烈烈,热热闹闹的历程,试验点星罗棋布,遍及四面八方,到处呈现出蓬勃发展的景象;形成了不少教学流派,涌现了许多语文教育名家,取得的成绩是有目共睹的。然而,许多有识之士仍在摇头。中学语文教学的现状不是很理想,教学效果还是不如人意。笔者也同许多忠诚教育的园丁一样,困惑、忧虑、徘徊,寻找着原因,思索着教学改革的突破口。在乱如团麻的思绪中,经过梳理认为,正确认识和处理好如下三个问题对加快语文教学改革的步伐是很有必要的: 一、必须明确“主体”与“主导”的含义以及二者的关系 1982年特级教师钱梦龙提出“学生为主体,教师为主导,训练为主线”的教学观点后,许多教师在充分理解其科学性的基础上大胆实践,改革教学,也取得了一些成绩。但是,也有不少教师（尤其是青年教师）曲解了这一观点,甚至将其作为偷懒、敷衍、愚弄学生的借口。
The Chinese teaching reform in middle school was once very active. After a period of vigorous and bustling trials, the experimental points spread all over the country and showed a thriving scene everywhere. Many teaching schools were formed and many famous Chinese educators emerged. Achievements are obvious to all. However, many people of insight are still shaking their heads. The status quo of middle school Chinese teaching is not very satisfactory, and the teaching effect is still unsatisfactory. Like many loyal education gardeners, I also confuse, worry, wander, look for reasons, think about the breakthroughs in teaching reform. In the chaotic thoughts, after combing, correctly understanding and handling the following three questions is very necessary for accelerating the pace of Chinese teaching reform: First, we must define the meaning of “subject” and “dominant” as well as two Relationship between 1982 teacher Qian Menglong put forward the “students as the mainstay, teacher-led training as the main line of” teaching point of view, many teachers in full understanding of its scientific basis of bold practice, reform of teaching, but also made some Score. However, many teachers, especially young teachers, misinterpreted this view and even used it as an excuse to lazy, perfunctory and fool the students.