Restoring Power to Teachers: The Impact of “Whole Language”
Restoring Power to Teachers: The Impact of “Whole Language”
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恢复教师权力：“整体语言”的影响
DOI：
10.25071/1916-4467.16897
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发表时间：
1985
影响因子：
--
通讯作者：
S. Rich
中科院分区：
文献类型：
--
作者：
S. Rich
在过去的几年里，人们对整个语言的兴趣越来越大。许多学区正在积极推动在当地课程中使用全语言，其他地区也发展了教师支持小组，出版商也开始编写全语言教材。不幸的是，许多所谓的全语言只是一个通用的提供一些具体的教学/学习策略，根据"全语言公式"交付。“这种方法否定了整个语言的最佳效果。从本质上讲，全语言不仅仅是对一系列教学策略的简单描述，而是描述了教师思考和实践艺术的方式的转变。从本质上讲，“全语言”一词概述了范式转变的开始阶段。作为一个运动，整个语言包含了先前的研究信息，然后超越了对语言和学习的思考，进入了新的领域。整个语言在学校里的发展，教师和孩子，可以通过一个关于教师，孩子，学习和梦想的真实故事来最恰当地描述。很久以前。. .不久前，在一所学校里，一位老师决定，要想在一年级一个有20个男孩和6个女孩的班级里生存下去，唯一的办法就是放弃基础阅读课，开始以孩子们的兴趣为出发点。为了得到沙子和地下水位，人们到处乞讨、借钱和恳求。图书馆里有孩子们的书;读者练习册安全地装在盒子里;有工作，笑声，眼泪。隔壁的老师走过来说：“我刚把这些书用完。也许他们会帮你组织你的自然发音课程。第一位老师甜甜地笑了笑，接受了礼物，把同上书归档，然后继续阅读。校长带着中央办公室的来访者来了。“请关上你的门。这对我们的访客来说太令人不安了。”老师甜甜地笑了笑，关上门，继续写。一位家长过来问："为什么约翰尼和史密斯太太班上的玛丽不在同一个阅读器里？”老师悄悄地和妈妈谈了一会儿。妈妈看着孩子们正在阅读的书;妈妈听约翰尼读磁带。家长离开了。老师甜甜地笑了笑，点点头，孩子们继续跳舞。
There has been an increasing interest in whole language over the past few years. Many school districts are actively promoting whole language in local curricula, teacher support groups have developed in other areas, and publishers have begun to develop whole language teaching material. Unfortunately, much of what is called whole language is simply a generic offering of some specific teaching/learning strategies which are delivered according to a "whole language formula." Such an approach denies the best of whole language. Whole language in its essence goes beyond the simple delineation of a series of teaching strategies to describe a shift in the way in which teachers think about and practice their art. In essence the term "whole language" outlines the beginning stage of a paradigm shift. As a movement whole language encompasses prior research information then goes beyond to extend thinking about language and learning into new realms. Whole language as it develops in schools, with teachers and children, can be most aptly described through an actual story about teachers, children, learning, and dreams. Once upon a time . . . In one school not so very long ago one teacher decided that the only way to survive with a grade one class of twenty boys and six girls, seven of whom were born in December, was to abandon the basal reader lessons and begin planning with the children's interests in mind. There was begging, borrowing, and pleading to get sand ajnd water tables. There were raids on the library for children's books; the reader workbooks were packed safely in boxes; there was work, laughter, tears. The teacher next door came by and said, "I've just run off these dittos. Perhaps they'll help you organize your phonics program." The first teacher smiled sweetly, accepted the offering, filed the dittos, and went on reading. The principal came by with visitors from central office. "Please close your door. It's much too disturbing for our visitors." The teacher smiled sweetly, closed the door, and went on writing. A parent came by asking, "Why isn't Johnny in the same reader as Mary from Mrs. Smith's class?" The teacher talked quietly to mom for some time. Mom looked at the books the children were reading; mom listened to Johnny read on tape. The parent left. The teacher smiled sweetly, nodded, and the children went on dancing.