从言语接受走向言语表达——以《鞋匠的儿子》教学为例

Chinese Teaching Reform from Speech Reception to Speech Production

重言语接受,轻言语表达,是中国传统语文教学之痼疾。即便到了现代母语教育中,这种教学流弊依然未得到根本性的纠正。从以认知、理解、记忆为重的"言语接受型"教学,走向以"积极语用"为鲜明标志的"言语表达型"教学,是时代发展和母语教育促进人思维力、表达力及完整生命力提升的必然趋势。其间,"巧设表达话题"、"给予表达时空"和"实现表达生长"构成了"表达型"语文教学的三大要义。

Emphasis of speech reception, yet de-emphasis of speech production are always defects in traditional Chinese instruction. Even today this problem has not yet resolved in the teaching of our mother tongue. It is inevitable for us to change from speech reception teaching, which focuses on recognition, understanding and memorization, to speech production instruction, which gives priority to active application of language. The three major points of production-based Chinese teaching are as follows： ingenious designing of productive topics, provision of productive time and space, and realization of productive growth.