论语文教学的三个问题

On Three Questions for Chinese Language Teaching

“教什么”与“怎么教”是每门学科教学的必答题。基于认知科学的语文教学论提出并用教学实例阐明了构成语文能力的四类知识,要求教师在设置教学目标时,从课文中找出作为教学内容的四类知识,并确定其认知过程水平,据此从操作上回答语文课教什么的问题。针对学习的不同类型,新的语文教学论提出四种语文新课型,分别处理语文的人文性与工具性关系、语文单项知识技能学习与综合能力学习的关系、阅读学习与写作学习的关系,从而回答语文课怎么教的问题。最后,新的教学论从理论与实践两方面论证了词法与句法是语文基础教育的核心内容,指出词法句法教学的可行性并分析了不教词法句法的理论错误。

“What to teach” and “how to teach” are required questions for every subject. For the teaching theory of the subject of Chinese language in China, these are two questions with incomplete answers, resulting in Chinese language teachers not knowing what to teach in classes. Cognitive science-based Chinese language teaching theory proposes and uses teaching examples to clarify the four types of knowledge that constitute Chinese language competencies, requiring teachers to identify the four types of knowledge from the text as teaching content and determine their level of cognitive processes when setting teaching objectives, so that they can operationally answer the question of what to teach in Chinese language classes. In response to the different types of learning, the new teaching theory proposes four new types of Chinese language lessons that deal with the relationship between the humanistic and instrumental aspects of Chinese language, the relationship between the learning of single knowledge skills and the learning of comprehensive abilities in Chinese language, and the relationship between the learning of reading and the learning of writing, thus answering the question of how to teach Chinese language lessons. Finally, the new teaching theory argues both theoretically and practically that lexis and syntax are the core contents of basic education of Chinese language, points out the feasibility of teaching lexis and syntax and analyzes the theoretical error of not teaching lexis and syntax.