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语文教什么、学什么,长期以来无法在实践层面实现一种相对的统一。这是因为,语文教学目标与其说有科学的界定,不如说完全受制于教师个人的解读。特级教师薛法根老师说,当前语文教师的解读在指向学生学习过程中存在三种畸形状态,一是教师的解读与学生的解读平行;二是教师的解读迁就学生的解读;三是教师的解读替代了学生的解读。当师生解读处于平行状态时,课堂教学将会在同一个水平面上反复,学生是不能从教师的教学中获益的。当教师的解读高于学生而又担心学生不能理解
What language to teach, learn what, for a long time can not be achieved at the level of practice a relative unity. This is because the goal of Chinese teaching is not so much defined by the scientific definition as entirely by the individual interpretation of the teacher. Superficial teacher Xue Fagan teacher said that the current interpretation of the language teacher in pointing to the process of student learning there are three kinds of deformities, one is the teacher’s interpretation and the student’s interpretation parallel; the second is the teacher’s interpretation to accommodate the student’s interpretation; the third is the teacher’s interpretation of alternative The student’s interpretation. When teachers and students interpret in parallel, classroom teaching will be repeated on the same level, and students can not benefit from the teaching of teachers. When teachers interpret higher than students and worry about students can not understand