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上述图表是我建班伊始向学生进行语文学习动员时所展示的自学能力体系。不知别的同行怎么看,我自认为它基本概括了语文学习的认知过程和能力转化过程;领会此图,有助于学生去自觉地开发智力和培养能力。我们教改班学生初中毕业时,语文能力可以达到高二水平,并能参加高中预选考试和全国高考语文考试,取得好成绩,便是明证。综观上图,一眼便会发现,它在传统的“听说读写”能力之外,突出了“思维加工”。事实上,没有“思”,“听读看记”输入的信尽根本无法转化成“说写”能力,予以输出。遗憾的是,人人都明此理,却长期不曾点破,于是传统的语文教学就只是“满堂灌”“字、词,句、篇”知识,希望学生通过“听,读”转化出“说,写”能力来,却很少考虑如何培养思维能力,以加速这种转化。所以,当我们大力推动语文教改向更广和更深的程度发展的时候,不能不对传统的语文口号——“双基”——“字词句篇”和“听读说写”予以反思。毫无疑义,“听读说写”四字高度概括了语文教学应当培养的四种基本能力,这种概括在语
The above chart is a self-learning ability system that I demonstrated when I started to mobilize students for language learning. I do not know how to look at other peers, I think that it basically summarizes the cognitive process of language learning and the ability to transform the process; comprehend the map, help students to consciously develop intelligence and ability to develop. When students in our reform classes graduate from junior high school, their language skills can reach grade two, and they can participate in the senior high school pre-selection exam and the national college entrance examination language exam. Looking at the map above, one can see that it highlights the “thinking process” beyond the traditional “speaking, speaking, reading and writing” capabilities. In fact, there is no “thinking”, and the input of “listening, reading, and reading” can’t be converted into a “say and write” ability and it can be output. Unfortunately, everyone understands this and has never broken it for a long time. Therefore, traditional Chinese language teaching is just a matter of “filling out the word”, “words, sentences, and articles”. It is hoped that students will transform “by listening and reading”. To write “competence,” but seldom consider how to develop thinking skills to accelerate this transformation. Therefore, when we vigorously promote the development of the language teaching reform to a wider and deeper level, we must reflect on the traditional Chinese language slogans—“Dual Base”—“Word Sentences” and “Listening, Reading, and Speaking”. Undoubtedly, the words “listen to read, write, and write” highly summarize the four basic abilities that should be cultivated in Chinese language teaching.