鑽研教材必須從教材的目的性、思想性和科學性入手,而三者又是緊密關聯的。下邊想著重談一下鑽研教材的目的性和思想性問題。一 關於鑽研教材的目的性 關於鑽研教材的目的性,首先,必須深刻領會和掌握自己所教學科總的教學目的。只有做到這一點,才能在鑽研教材時有所依據,才能避免那種忽而偏于文學分析,忽而把語文課變成政治課等等片面地進行教學的偏向。其次,必須明確講授各年級、各學期特別是各冊教材的教學目的,必須明確講授各冊教材的知識範圍以及它的深度和廣度。這一點在語文科還沒有教學大綱的今天更爲重要。因爲語文課有許多知識如文學常識、文學史、語法俢辭、寫作技巧等既可以在這一冊,這一篇的教材裏講,也可以在那一冊、那一篇的教材裏講,既可以在高中裏講,也可以在初中裏講,甚至有時可以講也可以不講。特別是有許多教師不能跟班教課到底,只限於研究一兩冊教材,因而就産生了這樣的 Study materials must be from the purpose of teaching materials, ideological and scientific start, and the three are closely related. Next, I’ll talk about purposeful and thought-provoking questions of studying textbooks. A study on the purpose of textbooks On the purpose of studying textbooks, first of all, we must profoundly grasp and grasp the teaching of their teaching subjects. Only by doing so can we base ourselves in the study of teaching materials in order to avoid the one-sided bias toward teaching which suddenly turns to literature analysis and suddenly turns Chinese into political classes. Second, we must explicitly teach the teaching objectives of all grades and semesters, especially the volumes of textbooks. The scope of the knowledge of each book and the depth and breadth of the materials must be clearly explained. This point is even more important today in the absence of a language syllabus. Because the language class has many knowledge such as common sense of literature, history of literature, grammar slander, writing skills and so on can both say in this book, this one textbook, you can also say in that textbook, Can speak in high school, you can also speak in junior high school, and sometimes you can speak or not to speak. In particular, many teachers can not follow the class in the end, only to study one or two textbooks, thus resulting in such