课程．教材．教法
課程．教材．教法
과정．교재．교법
Curriculum，Teaching Material and Method
2014年
6期
55~60
,共null页
语用 价值重塑 范式重构 语文教学
語用 價值重塑 範式重構 語文教學
어용 개치중소 범식중구 어문교학
pragmatics; value remodeling; paradigm remodeling; Chinese teaching
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。
語義理解、知識傳授嚮來是傳統語文教學的基本形態，它以“知不知”“懂不懂”而不是“會不會”“能不能”為價值取嚮，造成學生迺至社會公民言語能力的每況愈下。在語言錶達技能和積極語用能力成為國際母語教育普適價值的揹景下，以“語用’’為覈心和主體的教學價值重塑與課堂範式重構，已成為語文教學襬脫“得意忘言”睏境，凸顯學科課程本體特質的必然選擇。
어의리해、지식전수향래시전통어문교학적기본형태，타이“지불지”“동불동”이불시“회불회”“능불능”위개치취향，조성학생내지사회공민언어능력적매황유하。재어언표체기능화적겁어용능력성위국제모어교육보괄개치적배경하，이“어용’’위핵심화주체적교학개치중소여과당범식중구，이성위어문교학파탈“득의망언”곤경，철현학과과정본체특질적필연선택。
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.
