语文素养教育时期不可忽略语文知识教学  

The Necessity of Teaching Chinese Knowledge in the Period of Chinese Literacy Education

作　　者：苏新春[1,2,3] 赵树元 SU Xinchun;ZHAO Shuyuan

机构地区：[1]厦门大学人文学院,福建厦门361005 [2]厦门大学嘉庚学院,福建漳州363123 [3]厦门大学国家语言资源监测与研究教育教材中心,福建厦门361005

出　　处：《语言文字应用》2022年第1期92-101,共10页Applied Linguistics

基　　金：国家语委“十三五”科研规划2020年项目“中小学语文知识体系研究”(WT135–78)中期成果。

摘　　要：改革开放以来,语文课程标准体现出从重视语文知识到语文能力、再到语文核心素养的演变特点。本文认为重视语文素养培育的同时不可忽略语文知识的教育。语文知识是有效提高语文能力和语文素养的基础要素,它不能靠“不教而悟”的方式获得,由少到多、由浅而深的积累过程必不可少。课程标准对语文知识教学提出明确要求有助于教学统一与规范。语文教育的变革与进化应追求“完善”而不是“替代”。对语文知识与语文能力语文素养有了正确的理论认识,才会在研究语文知识的内容、类型、数量、结构、分布、编排时具有自觉而明晰的行动。Since the reform and opening up,Chinese Curriculum Standards has reflected the evolutionary characteristics from attaching importance to Chinese knowledge,to Chinese ability,and then to Chinese core literacy. This paper holds that while paying attention to the cultivation of Chinese literacy,we can not ignore the education of Chinese knowledge. Chinese knowledge is the basic element to effectively improve Chinese ability and Chinese literacy.It cannot be acquired by means of “learning without teaching”. It has its own accumulation process from less to more,from shallow to deep. The curriculum standards put forward clear requirements for the teaching of Chinese knowledge. Contributing to the unification and standardization of teaching,the reform and evolution of the history of Chinese education should pursue “perfection” rather than “replacement”. With a correct theoretical understanding,it is possible to have a conscious and clear action when studying the type,quantity,structure,distribution,and arrangement of Chinese knowledge.

关 键 词：语文知识 语文能力 语文素养 课程标准 语文教材 

分 类 号：H09[语言文字—语言学]