中小学语文知识性质与教学策略对应性研究  

The Correspondence Studies between the Nature of Language Knowledge and Teaching Strategy in Primary and Secondary Schools

作　　者：钟贤权 ZHONG Xianquan(School of Educational Science,Mianyang Teachers＇ College,Mianyang,Sichuan 621000)

机构地区：[1]绵阳师范学院教育科学学院,四川绵阳621000

出　　处：《绵阳师范学院学报》2018年第9期64-69,共6页Journal of Mianyang Teachers＇ College

摘　　要：语文课程性质的研究不能停留在课标层面,深入到知识(教学内容)和方法(教学过程)层面的研究更具有可操作性。从语文知识的形态特征去归纳语文知识的性质可以发现,语文知识具有感受性(语感)、认知性(语识)、实践性(语文经历)和综合性(语言运用)。探讨语文知识的性质对改善语文知识的含混不清和语文教学活动的"跟着感觉走"具有重要影响。基于语文知识性质的语文教学可以划分为情境教学、活动教学、语文综合性学习和语文多维教学,语文教学策略的知识自觉有助于提高语文教学的效率。The exploration of the nature of Chinese course cannot be focused only on the curriculum standards. The study on the Chinese knowledge （teaching content） and methods （teaching process） is more practical. When concluding the characters of Chinese knowledge from its morphological characteristics, it can be found that Chinese knowledge has the nature of sensibility （language sense）, cognition （language knowledge） and practicality （personalized language experience） and comprehensiveness （language using）. The exploration of the nature of Chinese knowledge is conducive to clarify the ambiguous understanding of Chinese knowledge and change the condition of Chinese teaching ＂following the feeling＂. The Chinese teaching is based on the characters of Chinese knowledge. It can be classified into four dimensions： situational teaching, activity teaching, task-based learning and flexible teaching. The reflection on Chinese teaching strategy helps to improve the efficiency of Chinese teaching.

关 键 词：语文知识 知识性质 语文教学 

分 类 号：G427[文化科学—课程与教学论]