语文知识价值观演变的课程史考察——兼议工具性质观对语文知识价值实现的影响  

On the Value Evolution of Chinese Language Knowledge in the Curriculum History—Also on the influence of the instrumental nature view on the realization of values of Chinese language knowledge

作　　者：解光穆[1] XIE Guang-mu(Teacher Education Research Center,Ningxia Normal University,Guyuan,Ningxia,756000,PRC)

机构地区：[1]宁夏师范学院教师教育研究中心,宁夏固原756000

出　　处：《当代教育与文化》2023年第4期81-89,共9页Contemporary Education and Culture

基　　金：宁夏高等学校一流教育学科建设项目(NXYLXK2021B10)。

摘　　要：考察百余年语文课程标准(教学大纲)发展史即可发现,语文知识作为语文课程区别于其他课程的独特存在,是语文课程本体的重要表现与教学任务核心之所在。在语文课程的百余年历史中,对语文知识虽时有淡化之说,但却始终没有取消之实。这一历史事实足以表明:语文知识在语文课程中不是有还是没有、有用还是无用、有大用还是有小用的问题,而是应选取哪些语文知识与怎样安排、如何实施的问题。同时,各种语文知识观虽直接回答的是语文课程教什么、教多少、怎样教等问题,但在本质上却反映出为什么教或为什么不教语文知识、为什么教这些或为什么不教这些语文知识等深层次问题,并随之成为工具性质观与其他性质观的重要分界线。An examination of the developmental history of the Chinese Curriculum Standards(Syllabus)over the past hundred years reveals that Chinese language knowledge,as a unique existence that distinguishes the Chinese curriculum from other curricula,is an important manifestation of the essence of Chinese curriculum and is the core of the teaching mission.In the course of more than a hundred years of its history,although there have been claims of downplaying Chinese language knowledge,it has never been abolished.This historical fact is sufficient to show that the issue in the Chinese curriculum is not whether Chinese language knowledge is necessary or not,useful or not,of great use or limited use,but what kinds of Chinese language knowledge should be selected,how to integrate and how to implement.Although these views directly answer the questions of what,how much,and how to teach in the Chinese language curriculum,they essentially reflect the deeper questions of why or why not to teach Chinese language knowledge,and why or why not to teach these instead of those kinds of Chinese language knowledge,and consequently become an important dividing line between the instrumental and other views of its nature.

关 键 词：语文课程 知识价值 课程史 

分 类 号：G623.2[文化科学—教育学] G633.3