文章摘要
“语言”教育的歧路和“文化”教育的回归
CLL Teaching Led Astray by Language Teaching Demandsa Return of Culture Teaching
  
DOI:
中文关键词: 语形式教育  反思  语言文化教育  回归
英文关键词: parole teaching  reflection  language & literature and culture teaching  return
基金项目:湖南省哲学社会科学基金项目(12YBA128);湖南省教育科学“十二五”规划重点课题(XJK011AJ001)
作者单位
李山林 湖南科技大学 人文学院湖南 湘潭 411201 
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中文摘要:
      现代语文教育理论将语言分为“内容”和“形式”,继而将“言语形式”作为“语文学科”“独立”的标志性因素。这种“言语形式教育”论违背了“语言不可分”和“语文能力整体性”的规律,虚化了语文教育的目标和内容,走向了一条歧路。集文史哲经等文化教育为一体的古代语文教育暗合了语文作为“百科之母”的综合性特征,从“文道一体”的本体观念,到目标、内容、方法都符合语文教育的固有规律。因此,回归“语言文化教育”是当代语文教育的必然选择。
英文摘要:
      Theories on contemporary Chinese language & literature (CLL) teaching hold that the form of parole, one of the two components of language (the other is the content of langue), marks the independency of the CLL discipline. Such parole teaching disobeys the rules of “inseparability of parole and langue” and “integrity of competence and performance”, and abstracts the objectives and the contents of CLL teaching, thus leading the discipline onto a branch road. However, ancient CLL teaching, which integrates such elements of culture education as literature, history, philosophy, scriptures, etc, not only coincides with the comprehensiveness of CLL discipline of being the mother of disciplines, but also obeys the intrinsic rules from such aspects as the ontological view of “the unity of language & literature and culture” and teaching objectives, contents, methods, etc. Therefore, to return to language & literature and culture teaching is an inevitable choice of contemporary CLL teaching.
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