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一、前言中学语文课堂教学作为一种培养人的社会实践活动,它以增强学生的主体意识、发展学生的主体能力和培养学生的主体人格为目标,通过教学活动来引发学生主体与环境之间的相互作用,从而塑造和构建语文教学活动主体,促进学生主体性发展。鉴于目前农村中学语文教学“走不出课堂”的现象,本文就课堂教学的实践性做一些尝试性的探究。提出相关观点的来由,一是有感于将语文教师和学生两者都束缚在狭窄的固定的教学流水线上,目标统一、教材统一、进度统一、作业统一、考试和评价标准统一的传统教学模式;二是考量中考语文试题命题的社会性和实践性;三
I. INTRODUCTION Chinese language teaching in middle schools is a social practice activity for cultivating people. It aims at enhancing students’ subjective awareness, developing students’ subjective abilities, and cultivating students’ subjective personality. Through teaching activities, it triggers the relationship between student subjects and the environment. The interactions thus shape and construct the main body of Chinese language teaching activities and promote the development of students’ subjectivity. In view of the current phenomenon of Chinese language teaching in rural middle schools, the article does some research on the practicality of classroom teaching. The reasons for putting forward relevant viewpoints are as follows: First, there is a sense that Chinese teachers and students are bound in a narrow fixed teaching line, with unified goals, uniform teaching materials, unification of progress, uniform work, unified examination and evaluation standards, and traditional teaching. The second is to consider the sociality and practicality of the propositions of the Chinese exam questions in the examination;