语文论文语文教学中的“定”与“变”_4873(国外英语资料).docVIP

语文论文语文教学中的“定”与“变”_4873(国外英文资料) Fix and change in Chinese teaching Zhou Jiancheng Feng Ruhan The traditional Chinese teaching in our country stresses the senses, ignores the logic, emphasizes on understanding and light the system, and emphasizes randomness and light. It has a great deal of weakness of randomness and disorder. With the introduction of the urgent voice of Chinese educational reform and the western three of the people, trying to establish a more scientific teaching system from multiple perspectives. As a refutation of the traditional teaching, uncertainty, regulation of the early advocate is not surprising, the teaching mode of paradigm or pursue also behoove. However, the disciplinary characteristics of Chinese (such as comprehensiveness, perception, humanism, etc.) determine that it is impossible to construct a strict logical framework like natural science or a few social disciplines. When we emphasize the fixed, we should also attach importance to change, and only deal with the relationship between Ding and change dialectically, so that we can not go to extremes. The criticism of the traditional and not abandon the traditional, traditional but not conservative, the introduction of new operation without reference to others , and not lose this step, this is the attitude we should take. This paper intends to discuss the Ding and change in Chinese teaching from twelve aspects. 1 positioning and displacement Position refers to the location. The positioning includes two aspects: one is to determine the position of teachers, namely education, knowledge, physical condition, teaching experience, service ability and the level of the line; two is to determine the relative location of the school, teach the class of students, the key and non key points, urban and rural difference, based on good bad learning, attitude and habits of the pros and cons, are the basis for positioning. To put it plainly, positioning means having self-knowledge and knowing what life is.