20世纪前期语文课程分合论--兼说[阅读教学]的含义

On the Separation and Integration of the Chinese Curriculum in the Early 20th Century and A Discussion on the Connotation of

与传统语文教育不同的是，现代语文教育中的识字、写字、听说、阅读、写作教学往往是在借助一本由单篇选文组成的课本进行"集成教学"，在实施过程中往往几项教学相互掣肘，这是造成语文教学少慢差费的一个重要原因。从1902-1904年语文独立设科至20世纪40年代，关于这几项课程的分与合的探讨就一直没有停止过。通过对不同时代关于此问题的观点的梳理、分析，可为当下的语文课程改革提供一个思考的路径。另外，"阅读教学"的含义也需要重新界定。

Different from traditional Chinese education, modern Chinese education often adopts an approach of "integrated instruction" which integrate instructions of literacy, listening, reading and writing by using a book composed of selected articles. In practice, these instructions mentioned above often constrain each other, which is an important reason for the inefficient Chinese instruction. The discussion on whether these instructions should be separated or integrated had never been stopped between 1902-1904(when Chinese became an independent subject) and 1940s. A sorting and analysis of views on this issue in different periods can provide a way of thinking for the current Chinese curriculum reform. In addition, the connotation of "reading instruction" needs to be redefined.