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当前,引导学生“理解并运用祖国的语言文字”越来越成为中小学语文教学关注的重点。这本应是一件回归语文本体、端正教学方向的好事。但是,或许仍然受前一阶段批评语文教学人文性过盛、失去语文味的影响,现在有的老师提出来,语文教学最核心的任务就是学习运用语言文字,“理解”是为“运用”服务的,语文教学是“言→意→言”的过程,应该“用课文来学语文,学语言文字的运用”。我觉得这种过分强调“语用”的观点有失偏颇,有可能造成不少教师对语文教学理解的混乱。语文教学应该行走在“理解”和“运用”之间,两者同等重要,不能偏废。
At present, guiding students to “understand and use the language of the motherland” has increasingly become the focus of Chinese teaching in primary and secondary schools. This should have been a good thing to return to the Chinese ontology and correct the teaching direction. However, it may still be subject to the criticism of the previous period that Chinese teaching is too exasperating in humanity and losing the influence of Chinese flavor. Nowadays some teachers propose that the most central task of Chinese teaching is to learn to use words and phrases. “Understanding” means “ Use ”service, the language teaching is “ language → meaning → language ”process, should “ use language to learn Chinese, learn to use language ”. I think this excessive emphasis on “pragmatic” point of view is biased, it may cause many teachers to understand the language teaching confusion. Chinese teaching should walk between “understanding ” and “use ”, both are equally important and can not be neglected.