语文课程内容的语用性建构

Pragmatic Construction of the Content of Chinese Course

对语文课程内容的确定,学界一直存有认识分歧。解决这个争议难题,可依据语文教育的语用观,把握语文课程的语用能力目标和语用素养目标,注重对语文课程内容的语用性建构,确定语文课程的三项基本内容:"语文知识"、"语文能力"、"人文素养"。在这些构成要素中,应注重汉语文民族文化教育内容,品味感悟汉语文丰厚的文化内涵,加强学生对汉语文民族文化的理解力和认同度。在《语文课程标准》的修订、教科书编写和语文课改中,应把握好语文课程的语用性内容要素,并从语文学科自身的特点来理解语文课程内容。汉语文课不能像其他课程那样刻意追求完整系统的学科知识体系,而应当注重通过语文实践活动让学生获得、积累和运用语文知识,培养语言文字运用的能力,丰富和充实学生的人生体验,提高语用水平和人文素养,以实现"立德树人"的汉语文民族文化教育目标,更好地体现语文课程的语用本体特色。

In educational circles, there have always been differences as to what is to be taught in Chinese course. To solve the controversial problem, the following countermeasures are to be adopted in accord- ance with the pragmatic view of Chinese education： to grasp its pragmatic aim and attainment aim, lay emphasis on the pragmatic construction of its content, and determine its three basic contents, namely ＂knowledge of Chinese＂, ＂proficiency in Chinese＂ and ＂humanistic literacy＂. For the purpose of enhan- cing the students＇ understanding and recognition of Chinese ethnic culture of the above elements, atten- tion is to be paid to the education of Chinese ethnic culture and inspire students with the abundant Chi- nese culture connotation. Meanwhile, during the process of revising the Chinese Course Standards, com- piling textbooks and reforming of the course, its pragmatic elements in content are to be grasped and its content is to be comprehended completely in view of its own characteristics as a linguistic subject. It is, as a course with an attribute of abundant humanistic connotations and of strong practicality, different from other subjects which purposefully seek after a complete system of knowledge. It ought to lay stress upon the students＇ acquisition, accumulation and use of Chinese knowledge, and the cultivation of their ability of using the language. That is, it ought to enrich the students＇ life experience, enhance their pragmatic level and humanistic cultivation, so as to practically realize the goal of ＂improving moral cultivation and developing talents＂ of the Chinese national education and to better reflect the pragmatic ontological feature of the language curriculum.