| 略论语文学科的工具性和人文性的统一 |
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| 引用本文： | 田本娜.略论语文学科的工具性和人文性的统一[J].天津师范大学学报(基础教育版),2002,3(2):21-25. |
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| 作者姓名： | 田本娜 |
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| 作者单位： | 天津师范大学教育科学学院,天津,300070 |
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| 摘 要： | 工具性和人性的统一是对语学科性质和特点的科学界定。“语”学科的“”,既不是“学”,也不是“字”,它的含义是“书面语言”;“语”是“口头语言”和“局面语言”的合称,语言是人类共有的一种社会现象,语言既是物质的又是精神的,语言的功能是表达思想感情,交流思想感情,传递人类化。语言和思维,思想既是统一的,又是有区别的。语教学的工具性和人性的统一,是根据语言的性质和功能确定的;小学语是一门工具性,人性,情感性很强的学科。语教学体现人性,既要突出以人为本,又要体现化性。工具性和人性的统一。既要体现语言形式和内容的统一,又要贯彻寓教于。
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| 关 键 词： | 语文学科 工具性 人文性 语文教学 中小学教育 语文概念 |
| 文章编号： | 1009-7228(2002)02-0021-05 |
| 修稿时间： | 2002年3月14日 |
The Unity of Instrumentality and Humanity of Chinese Language Discipline |
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| TIAN Ben,na.The Unity of Instrumentality and Humanity of Chinese Language Discipline[J].Journal of Tianjin Normal University(Elementary Education Edition),2002,3(2):21-25. |
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| Authors: | TIAN Ben na |
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| Abstract: | The unity of instrumentality and humanity was a characteristic definition to the Chinese language discipline, which was neither "literature" nor "word". It meant "written language",and was the combination of "oral" and "written" language.It was a social phenomenon both materially and spiritually. Its function was to express, communicate and transfer. Language, thinking and thought is not only unified, but also different. Chinese teaching should be based on humanity and seeking the unity of content and form of teaching. |
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| Keywords: | Chinese Language discipline instumentality humanity |
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