新中国70余年语文教学思维方式回顾与展望

Review and Prospect of Thinking Mode of Chinese Teaching in the past 70 years in China after 1949

新中国成立以来,语文教学思维方式的发展可分为四个时期,即演化期(1949~1957年)、发展期(1958~1976年)、重构期(1977~1999年)、革新期(2000年至今)。考察、梳理、追问和探究这一历史阶段的语文教学思维方式,有利于我们对适切语文学科特点的教学思维方式作清醒认识,并从中吸取有益的经验及教训。未来,亟须充分发挥语文教学思维方式理论研究的导向功能、拓展语文教学思维方式研究的新视野、将本土化与国际化的母语教学思维方式融合、科学构建新的语文教学思维方式、建立与新的语文教学思维方式相适应的多元评价体系,促进语文教学思维方式的不断改革、创新与发展。

Since the founding of new China, the development of Chinese teaching mode of thinking can be divided into four periods, namely, the evolution period(1949-1957), the development period(1958-1976),the reconstruction period(1977-1999), and the innovation period(2000 to now). Investigating, combing,questioning and exploring the Chinese teaching mode of thinking in this historical stage will help us to have a clear understanding of the teaching mode of thinking appropriate to the characteristics of the Chinese discipline, and draw useful experiences and lessons from it. In the future, it is urgent to give full play to the guiding function of theoretical research on Chinese teaching thinking mode, expand the new vision of Chinese teaching thinking mode research, integrate the localization and internationalization of mother tongue teaching thinking mode, scientifically construct a new Chinese teaching thinking mode, and establish a diversified evaluation system that is compatible with the new language teaching thinking mode, so as to promote the continuous reform, innovation and development of Chinese teaching thinking mode.