| 试论语文教学内容的三个层次 |
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| 引用本文： | 叶延武,郑文华.试论语文教学内容的三个层次[J].课程.教材.教法,2012(6):43-48. |
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| 作者姓名： | 叶延武 郑文华 |
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| 作者单位： | 广东省深圳市南山区第二外国语学校 |
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| 摘 要： | 语言作品是语言文字据以存在的根据,语言文字包含着语言作品这个统一性的、普遍性的根据。以语言作品为对象,在语文实践中掌握运用语文的规律,是培养语文能力的重要途径,它需要明晰教学内容的逻辑层次及其生成规律。根据读者注意力对文本结构的不同选择,阅读活动可分为语言、言语和作品三个层次;作为学科对象的交际问题,亦可相应地区分为语言问题、意识问题和语用问题(言意矛盾)三个层次。三个层次之间相互依存、相互渗透和相互作用,共同构成语文教学内容的结构层次。
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| 关 键 词： | 语文教学内容 语理教学 语感教学 语用教学 |
The Three Levels of Chinese Teaching Contents |
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| YE Yan-wu,ZHENG Wen-hua.The Three Levels of Chinese Teaching Contents[J].Curriculum; Teaching Material and Method,2012(6):43-48. |
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| Authors: | YE Yan-wu ZHENG Wen-hua |
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| Institution: | (Second Foreign Languages School of Nanshan Shenzhen,Shenzhen Guangdong 518067,China) |
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| Abstract: | Language works are the basis of language words.Language words include language works basis which is of unity and generality.Viewing language works as a target and obtainging and using Chinese logic in practice is an important way to cultivate one’s Chinese ability.Based on the different choices made by readers when they concentrate on the text sturctures,reading activity can be divided into language,speech and works.As a communicative problem of this subject target,it can also be divided accordingly into language problem,consciouseness problem and word meaning contradiction probem.Those three levels are interdependant and mutual inflitrated,which constitute the structure levels of Chinese teaching contents. |
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| Keywords: | Chinese teaching content language institude teaching language sense teaching pragmatics teaching |
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