语文课程诸标准的基本标准

The Basic standards of Chinese Curriculum Standards

目前语文课程诸标准内部和相互之间存在着严重分歧甚至矛盾，由此引发了语文教学的诸多弊病。要想消除这种分歧、矛盾与弊病，必须让语文课程持有一个共同的基本标准。这个基本标准来自四个方面：（1）规范性标准：即规范性内容是否正确，包括字音、字形、字义、语法形式等是否正确。（2）生活常识标准：即是否符合生活认知常理，用到生活常理的，应用生活常理判断；如果明显违背常理，那就应该否定。（3）话语关联标准：即是否符合话语认知规律，如果话语前后缺乏明显联系、话语前后联系不指向交际目标、话语前后联系明显错误，那就应该否定。符合话语认知规律的正确程度来自话语前后联系指向交际目标的紧密程度。（4）公度标准：依据前三个标准，语言使用者之间深入具体语境互相探讨，批判检验，最大限度地求得一致，以保证语文课程具体实践中求得操作上的对话协调与有效沟通。基础教育课程改革背景下的语文课程标准也必须接受这个基本标准的制约。

At the present, there are many serious divergences and contradictions within and between the standards of Chinese curriculum (e.g. standard answer and the standards for answers, topics, test guidelines and Chinese curriculum), which has led to many problems in Chinese instruction. In order to eliminate these divergences and contradictions, there must be a basic standard for all the standards in Chinese curriculum. The basic standard is derived from four aspects as following: (1) the normative standard, concerning whether the normative content is right, including pronunciation, spelling, meaning and grammar etc.; (2) the common sense standard, which requires judgment based on the facts of life; (3) the utterance irrelevance standard, which requires judgment based on language cognitive law; that is, if utterances are obviously irrelevant, non-communicating-oriented and incorrect, they should be denied. The extent to which the utterances are in line with the cognitive law depends on the extent to which the utterances are close to the communication aim; (4) the common measure standard, which requires us discuss, critique and examine the curriculum in context in light of the foregoing three standards, and reach agreement to the maximum extent to ensure the dialogue coordination and efficient communication in operation in the practice of Chinese curriculum. The Chinese curriculum standards in the context of basic education curriculum reform must also be restricted by the basic standard.