“身行体悟”:言语经验生成的必由之路--浅论“亲历”理念下的语文教学  

Primary School Chinese Instruction from the Perspective of Personal Experiencing

作　　者：褚丽霞 林宣龙[2] CHU Lixia;LIN Xuanlong(Yixing No.2 Experimental Primary School,Yixing 214206,China)

机构地区：[1]宜兴市第二实验小学,江苏宜兴214206 [2]宜兴市第二实验小学课程研究中心

出　　处：《江苏教育研究》2018年第6期65-68,共4页Jiangsu Education Research

摘　　要：以参禅习艺之要义为借鉴,语文学习应注重"身行体悟",即让学生亲历生活、亲历言语实践。这正与建构主义理论及语文教学生活化、语文课程实践性等理念相契合。从言语活动的心理机制层面看,"身行"是言语之本,"体悟"是言语之驱。从言语活动的外在表现层面看,"身行体悟"的言语实践主要应在四方面着力:开放耳目,扩大视听;牧放肢体,历练能耐;释放大脑,发掘思想;解放唇舌,催生言语。By referring to meditation practice in Buddhism,Chinese teaching needs to emphasize physical action and mental perception,meaning that students should personally experience lives and speech practice,which fits well with constructivism and the Chinese teaching idea of life and practicality.From the mental level of speech act,physical action is the root of speech and mental perception is the driving force of speech.From the external performance of speech act,physical action and mental perception should mainly focus on four aspects:opening ears and eyes to expand vision and listening;exercising physically to strengthen ability;releasing your brains to uncover ideology;and setting free your lips and tongues to facilitate speech development.

关 键 词：亲历 言语经验 小学语文教学 

分 类 号：G623[文化科学—教育学]