摘要
语文独立设科以来,课程标准里的"语文知识"概念,经历了由隐形到显著再到式微的演变过程,表现出随着学习观念变迁而变迁、充分关注学生学习需要的特点,但也存在着知识概念缺乏界定、知识内容缺乏科学划分的不足,由此也引出诸多亟待研究解决的问题。
The definition of“knowledge of Chinese”in the National Curriculum has kept evolving since Chinese became an independent subject.The definition was initially vague,but it became clearer and started to incorporate highly specific components.The transition was characterised by its context of the ever-changing ideas about learning and its emphasis on the learning needs of students.However,there has always been a lack of consensus on the definition itself and what should be its components.A few questions regarding the components were raised for future researchers and practitioners.
作者
赖华强
LAI Hua-qiang(School of Chinese Language and Literature, Shaoguan University, Shaoguan 512005, Guangdong, China)
出处
《韶关学院学报》
2018年第11期95-100,共6页
Journal of Shaoguan University
基金
广东省本科高校高等教育教学改革项目"教师资格国考背景下的语文学科知识系统重建研究与实践"(粤教高函[2016]236号)
关键词
课程标准
语文知识
内容
定义
National Curriculum
knowledge of Chinese
components
definition
