【摘要】 在我国语文课程与教学的百年历史中,语用意识早已有之。从运用语言的角度强调语文课程的实践特性,以及用相关知识来引导学生的语用实践,是我国语文课程教学的优良传统。同时,不容忽视的是,对学生的言语实践活动是否需要相关知识的引领和指导,始终存在争议。引领与指导学生言语实践活动的知识,应该是动态的系列化知识。但遗憾的是,在当代语文课程与教学领域中,有效的语用知识和技能还大量错位与缺失。从"语用"这个中小学语文课程与教学最核心的角度看,为了保证课程内容的确定性,我们需要从课程标准的目标要求中,演绎或剥离出具体的课程与教学内容,而这将是一项庞大而复杂的系统工程。更多还原

【Abstract】 The pragmatic awareness has long been existed in the century-old history of Chinese Language Curriculum and Teaching.They are fine traditions of Chinese language courses to emphasize the practical characteristics of language curriculum from the perspective of using language,and to guide the students’ pragmatic practice through relevant knowledge.However,it is disputed that whether students’ language practice need the guide of knowledge.The knowledge to guide students’ speech practice should be the dynamic range of knowledge.It is a pity that the effective pragmatic knowledge and skills are deficient and dislocate to a great extent in contemporary Chinese language Curriculum and Teaching practice.From the point of pragmatic,to ensure the certainty of curriculum contents, we should elaborate the detailed curriculum and teaching contents from objectives and requires of curriculum standards,which will be a huge and complex project.更多还原