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2011年版《语文课程标准》首次提出:“语文课程是一门学习语言文字运用的综合性、实践性课程。”这一课程性质的定位凸显了语文学科区别于其他学科的特质,为纠正过去在工具性与人文性之间忽左忽右的做法确定了准星,也为长期受“教什么”问题困扰的广大语文教师指点了迷津。现今,多数小学语文教师在教学时都能关注工具性与人文性的统一,但是,从近两年来笔者参与的各种专题的教学观摩、研讨活动中所展示的236节课来
The 2011 edition of “Chinese Curriculum Standards” first proposed: “The Chinese curriculum is a comprehensive and practical course for learning the use of language.” The localization of this course highlights the distinguishing characteristics of the Chinese subject from those of other disciplines, In the past, the practice of turning left and right between instrumentalism and humanity has determined the sight of the stars and also directed the vast majority of Chinese teachers who are plagued by the long-term problem of “teaching ”. Today, most primary school language teachers can pay attention to the unity of instrumentality and humanity in their teaching. However, from the teaching observation and discussion of various subjects participated in by the author in the past two years, 236 classes