叶圣陶语文教育思想的形成及发展的轨迹  

The Formation and Development of Ye Shengtao Chinese Education Thought

作　　者：商金林[1] 

机构地区：[1]北京大学中文系,北京100871

出　　处：《课程．教材．教法》2014年第10期3-9,共7页Curriculum，Teaching Material and Method

基　　金："教育部人文社会科学研究规划基金"项目(12YJAZH109)成果

摘　　要：1919年以前,叶圣陶把语文教学的目标拟定为"能读、能识、能讲、能写"。新文化运动勃兴之后,叶圣陶在语文教学中偏重"文艺品"。20世纪30年代,叶圣陶对语文有了更科学的定位,将"普通文字"与"文学"截然划开,在语文教学中强调"阅读和写作的训练",并将"写"定位在写"普通文字"和"应用文"。1949年叶圣陶在主持拟定《中学语文科课程标准》时,首先提出"语文"这一名称,他解释说:"前此中学称‘国文’,小学称‘国语’,至是乃统而一之。彼时同人之意,以为口头为‘语’,书面为‘文’,文本于语,不可偏指,故合言之。亦见此学科‘听’‘说’‘读’‘写’宜并重。"Before the May 4th Movement in 1919, Ye Shengtao＇s goal for Chinese teaching is to help students be able to read, know, speak and write. After New Culture Movement, Ye emphasized art in Chinese teaching. In the 1930s, Ye Shengtao had a more scientific understanding of Chinese by distinguishing simple words with literature, and emphasizing reading and writing training in the Chinese teaching, in which plain text writing and practical writing is the major focus. In 1949, Ye proposed the name ＂Chinese＂ firstly when he lead the draft of the high school language curriculum standard. He explained： in middle school, we used to call it ＇national literacy＇ and ＇ national language＇ in elementary school. Now it＇s time to combine these two concepts. Literacy stands for writing and language stands for speaking. However, it is necessary for this subject to contain listening, speaking, reading and writing at the same.time. That＇s why I call it ＂Chinese＂.

关 键 词：叶圣陶 语文教育思想 形成及发展轨迹 

分 类 号：G40-092.7[文化科学—教育学原理]