关于“语文教材教法”的“法”,有两种不同的理解,一种认为教学法者,教学法则之谓也;另一种认为教学法者,教学方法之谓也。前者侧重于理论性一面,后者侧重于实践性一面,其实,二者应是辩证统一的关系,要有机地结合起来。现在语教课教材的内容讲法则居多,对具体的教学方法介绍很少,因此,有必要作些补充。在介绍时,还要考虑到语教课本身的特点以及中师学生这个具体的教学对象等等。我以为尤应注意处理好如下三个关系。一、点与面。学生对教学方法的了解和掌握自然是“多多益善”,这“多”包括了全面和具体两重意思,但因课时有限,二者又有矛盾。这就要把握好点与面的关系,做到“有详有略,详略得当”。比如识字教学,我们可以 There are two different understandings of the “law” of the “teaching methods of Chinese teaching materials”, one that holds the view that pedagogical methods and teaching principles are also called “pedagogies” and the other is that pedagogical methods and teaching methods are also called. The former focuses on the theoretical side, while the latter focuses on the practical side. In fact, the two should be dialectically unified and organically integrated. At present, the content of language teaching materials is mostly speaking, so few specific teaching methods are introduced. Therefore, it is necessary to make some supplements. In the introduction, but also to take into account the characteristics of language teaching itself as well as the teacher of this specific teaching object and so on. I think we should pay special attention to handling the following three relations. First, the point and surface. The students’ understanding and mastery of teaching methods are naturally “more and more good”. This “multi” includes both comprehensive and specific meanings. However, due to the limited time limit, the two have contradictions. It is necessary to grasp the relationship between the point and the surface, so that “there is a detailed strategy and a detailed strategy.” For example, literacy teaching, we can