【摘要】 “主题”和“意义”是目前中小学英语教学的关注点，被认为是落实英语课程“深度学习”的关键。但将“主题”和“意义”作为教学的核心，替代传统的语言知识教学，却在实践中引发了普遍的困惑“。主题“”意义”因带有“核心素养”的光环而被人看重，但“主题”“意义”和语言知识之争，不过是教学论史上“形式教育”和“实质教育”之争的英语版，二者难言优劣。脱离语言知识去追求“主题“”意义”，会面临根基不稳的风险，且将“主题“”意义”作为中小学英语教学应该追求的核心素养，还会削弱英语课的学科属性，导致英语教学形深而实浅。从语言学研究来看，英语课的核心素养应该聚焦语言知识本身。因此，只有艺术化地进行语言知识教学，让学生学得透彻而灵活，才能真正实现“深度学习”。更多还原

【Abstract】 “Theme”and“meaning”are the focus in current primary and secondary school English teaching, and are considered crucial for facilitating“deep learning”in the English curriculum. However, replacing the traditional instruction of language knowledge with“theme”and“meaning”has caused widespread confusion in practice.“Theme”and“meaning”are valued due to their association with“core competencies”, but the debate between“theme”and“meaning”versus language knowledge is merely an English version of the historical debate between“formal education”and“substantive education”in pedagogy, with no clear superiority or inferiority of one over the other. Pursuing“theme”and“meaning”and neglecting language knowledge may result in a shaky foundation, and regarding“theme”and“meaning”as the core competencies of primary and secondary school English teaching would undermine the disciplinary identity of English lessons, leading to the result that English teaching looks deep but is actually shallow. From a linguistic perspective, the core competency of English teaching should focus on language knowledge itself. Therefore, only by artfully teaching language knowledge, enabling students to learn it thoroughly and meaningfully, can“deep learning”be truly achieved.更多还原