树立直观教学的科学理念 突破语文常态性分析机制

Developing the Scientific Idea of Object Teaching to Break through the Analytical Mechanism of Chinese Normality

聚焦语文教学中的两大盲点,即对直观教学理解的狭隘性和只注意语言分析而忽视意象把握而导致的语言创造能力的缺失,指出当下语文教学的常态性分析机制压抑了学生的创造力,并对受西方影响逐步形成的"始、叙、证、辩、结"分析式思维入主基础教育、统摄思维方式提出质疑,指出盛行半个多世纪的语言解构式分析方法是导致基础教育中语言创造意象能力弱化的根本原因。

The paper focuses on two blind spots it is the narrow understanding of the object teaching and the emphasis on linguistic analysis rather than the mastery of images that results in the absence of linguistic creativity. Thus this paper points out that the contemporary analytical mechanism of normality in Chinese teaching has suppressed students＇ creativity, and questions the governing modes of thinking and the basic education taking analytical modes of ＂beginning, narration, proof, debate and conclusion＂ that is formed under the Western influence, and further points out that the linguistic deconstructive analysis is the foundamental reason leading to the weakening of linguistic creactivity in the basic education.