新课标突出了语文学科的人文性,《新人文读本》也闪亮登场,是否意味着学生的“人文素养”就得到了可靠的保证呢?恐怕未必。笔者听各种研讨课、观摩课不算少,总觉得有的执教者虽然扯出了“人文教育”的大旗,但授课方式似乎与“人文”还有点隔。旁观兄弟学校某些同仁的教学路子,同样觉得“人文”的落实仍是个问题。反复琢磨后,发现问题可能出在“读”上,或读得太淡,或读得太浅,或读得太窄。鉴于此,我认为,重视人文素养的提升切不可“离读而论道”。如果能够扎扎实实地抓好“三读”,则人文素养的提高庶几可期矣。 The new curriculum standard highlights the humanities of the Chinese language discipline, and the “New Humanities Reader” is also on the scene. Does it mean that students’ “humanistic qualities” have been reliably guaranteed? Maybe not necessarily. The author listened to all kinds of seminars and observation classes. It was always felt that some coaches had drawn the banner of “humanistic education”, but the teaching style seemed to be separated from “humanities”. Looking at the teaching methods of some of my colleagues in the brother school, I also feel that the implementation of “humanities” is still a problem. After pondering repeatedly, the problem may be found in reading, reading too light, reading too light, or reading too narrowly. In view of this, I believe that the emphasis on the promotion of humanistic attainment must not be “leaving away from reading”. If we can do a solid job in the “Three Readings”, the improvement of humanistic accomplishments will be expected.