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“身教”和“言教”,是教育中的一个古老的话题,自古就有“身教重于言教”的说法。然而,时至今日,在语文学科独立百年之后,语文课堂教学究竟应该“身教为本”还是“言教为本”还不清楚,实在令人遗憾。希望下面这组文章能给大家带来一些思考。为了更深入地认识学校语文教育中身教和言教的关系,我们整合了广东教育学院中文系和华南师范大学文学院及多所中学教研资源,在上海、广州、东莞选取6所高中12个平行班做了小范围对比实验。实验以作文教学为例,以教师的“下水”作文为身教方式,以教师的作文指导为言教方式,对身教和言教的教学效果进行对比。参与实验的语文教师自身语文素质都较好。为了使教师充分发挥自身的作文水平,取得身教效果,我们设计了两个文学性较强的作文题,教师选取一个题目在两个不同的平行班级分别用言教和身教进行作文指导,然后学生作文。之后分别对教师和学生进行了问卷调查,最后对实验数据进行整理分析。这里仅择录其中的两个对比实验。
“Student education” and “teaching” are an ancient topic in education. Since ancient times, there has been a saying that “study is more important than words.” However, it is still unclear whether Chinese classroom teaching should be based on “teaching as a basis” or “teaching as a basis”. I hope the following article will give you some thoughts. In order to have a deeper understanding of the relationship between self-teaching and teaching in school language education, we integrated the Chinese Department of the Guangdong College of Education and the School of Liberal Arts of South China Normal University and several middle school teaching and research resources, and selected 6 high schools and 12 parallel classes in Shanghai, Guangzhou and Dongguan. A small-scale comparison experiment was done. The experiment uses composition teaching as an example. It uses the teacher’s “shui” essay as a form of education and teacher’s composition as a means of teaching and contrasts teaching effects of physical education and teaching. The language teachers who participated in the experiment were better in their own language skills. In order to enable teachers to give full play to their own essay level and obtain teaching effects, we designed two literary essays with a strong essay. The teacher selected a topic in two different parallel classes to use vocabulary and self-teaching to essay instruction, and then the student essay. . Afterwards, a questionnaire survey was conducted on teachers and students respectively, and finally the experimental data were analyzed. Only two of these comparison experiments were recorded here.