语文课程与传统文化的关系:历史演变与现实把握

Relationship between Chinese and traditional culture

当下语文课程传承中华优秀传统文化陷入了二元分立与相互统一的分歧之惑。语文课程与传统文化的关系可分为不同的历史阶段,表现为不同的特征,即:1904年之前的混沌综合、1904年至1919年的分化端倪、1920年至1948年的冲突抵牾、1949年至1999年的工具性位移、2000年至今的自觉整合。通过对语文课程与传统文化历史关系的梳理可知:语文课程与传统文化的关系演变受到当时社会发展背景与主题的根本影响,是语文课程自身建设的需要,也是语文课程目标不同取向的外在表现。当前语文课程应基于关系思维之视域重新把握语文课程实用目标与文化目标之间的关系;加强并分别落实语文课程实用目标与文化目标;通过语文课程的必要分化来更有效地"彰显"中华优秀传统文化。

Chinese is currently being held in the divergence of binary separation and mutual unity as it inherits traditional Chinese culture. The writer claims that the relations between Chinese and traditional culture may as well be divided into several historical periods, prior to 1904 is synthesized in a mess;from 1904 to 1919 separation is witnessed;from 1920 to 1948, contradiction appears;from 1949 to 1999, instrumental displacement is completed;since 2000, automatic synthesis is conducted. In such occasion, it is reasonable to conclude that the fundamental relation between Chinese course and traditional culture is affected by the social development, which represent the need and objectives of the Chinese course. Besides, in order to promote traditional Chinese culture through the necessary differentiation of Chinese, relation between practical goals and cultural goals in Chinese should be clarified.