语文教材中逻辑知识编排的回顾与展望

Review and Outlook of the Inclusion of Logical Knowledge in Chinese Textbooks

语文教材编排逻辑知识的历史可以大致分为开创期、发展期、衰落期、复兴期四个时期。开创期的教材,根据语文实践的需要或问题,用知识短文的形式编入部分逻辑知识,缺乏对运用逻辑知识的引导;发展期的教材,通过知识短文和理论性文章系统编入逻辑知识,依旧缺乏对运用逻辑知识的引导;衰落期的教材,不再编排显性的形式逻辑知识,把辩证逻辑知识作为议论文写作中分析论证的重要工具进行编排;复兴期的教材,从小学阶段开始编排逻辑知识,系统性相对减弱,注重引导学生在具象的语言材料中自主感悟逻辑知识,并将逻辑知识运用于语文实践。未来的教材应把逻辑知识定位为语文实践的工具,根据语文实践的需要或问题,在阅读、写作、口语交际中分散地、具象地编入相关逻辑知识,并加强对“怎样用”逻辑知识解决语文实际问题的引导。

The evolution of incorporating logical knowledge into Chinese textbooks has gone through four periods,which are sprouting,developing,decline and revitalization.In the sprouting period,some logical knowledge was incorporated into introductory passages in textbooks as needed,without guidance on the usage of logical knowledge.In the developing period,logical knowledge was systematically incorporated into introductory passages and theoretical articles,but there is still no guidance on usage.In the decline period,logical knowledge was no longer explicitly incorporated into textbooks.Instead,dialectical logical knowledge was presented as important analysis and argumentation tools in argumentative writing.In the revitalization period,logical knowledge was incorporated into textbooks since elementary school stage.While not as systematically as before,more emphasis has been put on guiding students to perceive logical knowledge on their own,and applying logical knowledge in Chinese usage.In the future,logical knowledge should be considered as tools of Chinese usage,and incorporated into Chinese textbooks in reading,writing and communication sessions in a decentralized,concrete and practical way,with more guidance on how to address Chinese usage problems using logical knowledge.