| 论高中语文隐性知识教学 |
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| 引用本文： | 余志芳.论高中语文隐性知识教学[J].教育与教学研究,2011,25(3):127-129. |
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| 作者姓名： | 余志芳 |
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| 作者单位： | 广西师范学院教育科学学院,广西南宁,530023 |
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| 摘 要： | 现行考试评价制度下,高考语文考核更多的是三维目标中的"知识与技能"。导致部分高中语文教师把三年的语文教学压缩在一年内完成,剩下时间着重练习语文显性知识点,为高考做准备;作为知识的另一种类型"隐性知识"往往忽略。而语文隐性知识对"过程与方法"、"情感态度与价值观"两个培养目标的影响却十分重大,高中语文教师应高度重视。
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| 关 键 词： | 高中语文 语文隐性知识 教学条件 教学方式 |
Tacit Knowledge in High School Chinese Teaching |
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| Yu Zhi-fang.Tacit Knowledge in High School Chinese Teaching[J].Journal of Chengdu University(Educational Sciences Edition),2011,25(3):127-129. |
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| Authors: | Yu Zhi-fang |
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| Institution: | Yu Zhi-fang(Department of Education,Guangxi teachers’ College,Nanning,Guangxi,530023,Chian) |
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| Abstract: | Under the current examination evaluation system,the Chinese college entrance examination mainly focuses on knowledge and skills,which compels high school Chinese teachers to compress the three years of language teaching into one year,and lay great emphasis on explicit knowledge during the rest two years to prepare for the entrance examination.Another kind of knowledge,tacit knowledge,is often neglected.However,language tacit knowledge has great influence on the two goals,"procedure and method" and "emotional attitudes and values".So high school Chinese teachers should attach great importance to it. |
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| Keywords: | high school Chinese language tacit knowledge teaching conditions teaching method |
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