Journal of Chinese Language Education and Evaluation
JCLEE, Vol. 1, No. 2, 2025, pp.337-343.
Print ISSN: 3078-283X; Online ISSN: 3104-5030
Journal homepage: https://www.cleejournal.com
DOI：Https://doi.org/10.64058/JCLEE.25.2.14
学理：语文课堂的生命逻辑
——《深究学理教语文》的范式突破与启示
汪倩倩（Wang Qianqian）
摘要：刘兆刚老师《深究学理教语文》一书为语文教育教学提供了学理研究的典范。该书基于程翔老师“教有学理的语文”的教学观，以其40多年来的部分经典课例、论文为研究对象，深入剖析其中的基本学理，提炼出可供迁移的教学范式，揭示了语文教学中学理的关键作用。本书评试通过对该书的解读，阐述学理在语文教学不同环节的体现，以及如何以学理为导向，构建有“生命观”、“生成性”的语文课堂，从而为一线教师的教学实践与专业发展提供有益借鉴。
关键词：语文教学；学理；生命观；生成性；教学范式
作者简介：汪倩倩,深圳市科学高中集团扬美实验学校教师，研究方向：初中语文教学研究。电邮：454599456@qq.com。
Title: Educational Principles: The Life Logic of Chinese Teaching
——Paradigmatic Breakthroughs and Insights from Delving Deep into Educational Principles for Chinese Teaching
Abstract: Liu Zhaogang’s book Delving Deep into Educational Principles for Chinese Teaching sets a paradigm on educational principles for research on Chinese language education. Based on Cheng Xiang’s teaching philosophy of "teaching Chinese with solid educational principles," the book takes some of his classic lesson plans and papers accumulated over more than 40 years as research objects. It conducts an in-depth analysis of the underlying educational principles, refines transferable teaching paradigms, and reveals the pivotal role of educational principles in Chinese teaching. Through an interpretation of this book, this review aims to elaborate on the manifestation of educational principles in different links of Chinese teaching, as well as how to construct Chinese classrooms featuring"life awareness" and "generativeness" under the guidance of these principles, thereby providing valuable references for frontline teachers’ teaching practice and professional development.
Keywords: Chinese teaching; Educational principles; Life awareness; Generativeness; Teaching paradigms
Author Biography: Wang Qianqian, Teacher of Yangmei Experimental School, Longgang District, Shenzhen. Research Interests: Research on Chinese Teaching in Junior High School. Email: 454599456@qq.com
Received: 31Aug. 2025 / Revised: 12 Sep. 2025 / Accepted: 12 Nov. 2025 / Published online: 30 Nov.2025 / Print published: 30 Dec. 2025.
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