语文是工具,语文科教学生掌握语文这个工具,因此,语文科是工具学科。就这一点说,认识是一致的,不成什么问题;成问题的是:从这个认识出发,语文科的教学活动怎么才能够同这个性质相适应呢? 这篇文章想就这个问题试加论述,向读者请教。大凡一种工具,它的作用要在运用中才能够显现。斧、锯、刨、凿是木工的工具,只有运用这些工具来做门窗桌椅的时候,工具的作用才显现出来。语文这个工具也不例外。比方说,读书和作文是语文这个工具的运用,一个文盲,不能读,不能写,经过学习,掌握了语文这个工具,于是能读了,能写了。这时候,语文这个工具的作用就显现出来了。工具的掌握包括两个方面,一是认识这个工具,知道这个工具的性能和用法,一是运用这个工具,使其性能和用法体现于实践,从而发挥其作用。这两方面是相互联系的。不认识工具的性能和用法,就无从获得运 Language is a tool, language science students grasp the language of this tool, therefore, the language subject is a tool. On this point, understanding is consistent and does not constitute any problem. The question is: How can the teaching of language science be adapted to this nature from this understanding? This article attempts to give an exposition on this issue, Consult the reader. Almost a tool, its role should be used in the show. Axes, saws, planing, chiseling woodworking tools, only by using these tools to do the doors and windows when the table, the role of the tool appeared. The language of this tool is no exception. For example, reading and writing are the use of Chinese as a tool. Being illiterate, unable to read, unable to write, after learning and mastering the language can be read and written. At this time, the role of the language of this tool appeared. The mastery of tools includes two aspects. One is to know the tool, know the performance and usage of the tool, and one is to use this tool to make its performance and usage reflected in practice so as to play its role. These two aspects are interrelated. Do not know the performance and usage of tools, you can not get luck