摘要
语义理解、知识传授向来是传统语文教学的基本形态,它以"知不知""懂不懂"而不是"会不会""能不能"为价值取向,造成学生乃至社会公民言语能力的每况愈下。在语言表达技能和积极语用能力成为国际母语教育普适价值的背景下,以"语用"为核心和主体的教学价值重塑与课堂范式重构,已成为语文教学摆脱"得意忘言"困境,凸显学科课程本体特质的必然选择。
Semantic comprehension and knowledge impartation has been the basic form of traditional language teaching. It orientates itself to static understanding rather than dynamic ability, which results in the current worse situation of the students＇ or even the citizens＇ verbal capabilities. With language expressive skills and positive pragmatic competence being the focus of international mother language education, it is necessary to remodel value and paradigm of Chinese language teaching surrounding pragmatics, which helps to get rid of the dilemma of ＂gaining the meanings yet forgetting the words＂ and also highlights the body characteristics of curriculum.
出处
《课程·教材·教法》
CSSCI
北大核心
2014年第6期55-60,共6页
Curriculum，Teaching Material and Method
关键词
语用
价值重塑
范式重构
语文教学
pragmatics
value remodeling
paradigm remodeling
Chinese teaching
