语言还是言语 ─ 关于语文教学内容的分析

一概念的内涵，认识语文教学与其它学科教学在本质上的区别，并在此基础上进一歩探讨语文教学内容的重构与生成。立足于言语形式，以言语形式为出发点，把学”文”与悟”道”有机结合，是语文学科区别于其它学科的本质特征，也是语文教学内容的实质内涵。语文知识与语文活动，二者共同构成了语文教学的内容要素，缺一不可、密不可分。只有把握好”知”和”用”两个标尺，重构语文知识体系，创新语文实践活动，融合教师理解与学生经验，才能将课程和教村中的内容，最终转化和生成为教学层面的内容，以及学生所现实掌握的内容。

To deepen the ontological study of “Chinese teaching contents” is the key to make breakthrough in the reform of Chinese curriculum. The study aims to master the connotation of “Chinese teaching content” correctly， and recognize the essential differences among Chinese teaching and teaching of other subjects， based on which the reconstruction and generation of Chinese teaching contents is discussed. The essential characteristics of Chinese teaching that differ from other subjects is that it integrates “language” and “truth” organically with speech form as basis and start point， which is also the substantial connotation of Chinese teaching contents. The knowledge of Chinese and activities are two necessary and closely correlated factors in Chinese teaching. Only if we use the two scales of “knowledge” and “using” in a proper way， rebuild the system of Chinese knowledge， innovate Chinese teaching practices and inosculate teachers’ understandings and students’ experiences， can we finally transform the contents in the curriculum and teaching material into the teaching contents and the contents the students can approached.