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摘要：本文主要研討日本高中階段語文教育改革的面向及其啟示。首先從日本現行的《學習指導要領》入手，分析日本高中語文科目的改革要求，得出重視實踐和追尋傳統的兩大面向。其次從日本《第三期教育振興基本計劃》（草案）出發，探討日本語文教育改革目標背后的深層社會心理。最終(zhong)，將日本高中階(jie)段語文教(jiao)育(yu)改革的方式方法與中國現今(jin)的教(jiao)育(yu)導向(xiang)進行(xing)比較分析，得出對中國高中語文教(jiao)育(yu)有(you)所(suo)裨益的經(jing)驗。

關鍵詞：高中語文;教育改革;中國;日本

從(cong)歷(li)史角度(du)而言，日本(ben)(ben)(ben)在(zai)很長(chang)一段時間(jian)內受(shou)到中華(hua)文(wen)化的(de)(de)直接(jie)影響，同時至今依然在(zai)事實上處(chu)于漢字文(wen)化圈之中。此種文(wen)化聯系(xi)反(fan)映在(zai)現(xian)有教(jiao)(jiao)(jiao)育(yu)體(ti)系(xi)之內，則(ze)體(ti)現(xian)為中日兩國的(de)(de)語(yu)文(wen)教(jiao)(jiao)(jiao)育(yu)共享部分內容資(zi)源和文(wen)化資(zi)源。由是(shi)，日本(ben)(ben)(ben)高中階段語(yu)文(wen)（日本(ben)(ben)(ben)稱“國語(yu)”）教(jiao)(jiao)(jiao)育(yu)改革的(de)(de)基本(ben)(ben)(ben)面向及其(qi)經驗教(jiao)(jiao)(jiao)訓(xun)正有如他山之石，其(qi)中的(de)(de)優秀(xiu)部分將為中國語(yu)文(wen)課改帶來(lai)積極的(de)(de)教(jiao)(jiao)(jiao)益。

一.《學習指導要領(ling)》對于語文科目的(de)改(gai)革(ge)要求

日(ri)(ri)本(ben)(ben)的(de)(de)(de)(de)(de)(de)(de)(de)《學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)指導要(yao)(yao)(yao)領(ling)》（以下簡(jian)稱《要(yao)(yao)(yao)領(ling)》）每十(shi)年(nian)制定一(yi)次，按照(zhao)小學(xue)(xue)(xue)(xue)(xue)(xue)、初中(zhong)(zhong)(zhong)(zhong)和(he)(he)(he)(he)高(gao)中(zhong)(zhong)(zhong)(zhong)三(san)個(ge)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)階段(duan)劃分(fen)為(wei)三(san)個(ge)部(bu)分(fen)，其(qi)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)本(ben)(ben)地(di)位類似于(yu)(yu)(yu)(yu)(yu)中(zhong)(zhong)(zhong)(zhong)國(guo)基(ji)礎(chu)(chu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)階段(duan)的(de)(de)(de)(de)(de)(de)(de)(de)《課程(cheng)標(biao)(biao)準(zhun)》。其(qi)中(zhong)(zhong)(zhong)(zhong)，每次的(de)(de)(de)(de)(de)(de)(de)(de)細則改(gai)(gai)訂都規定著(zhu)日(ri)(ri)本(ben)(ben)基(ji)礎(chu)(chu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改(gai)(gai)革的(de)(de)(de)(de)(de)(de)(de)(de)方(fang)(fang)向(xiang)(xiang)。日(ri)(ri)本(ben)(ben)高(gao)中(zhong)(zhong)(zhong)(zhong)階段(duan)現(xian)(xian)(xian)(xian)行(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)《要(yao)(yao)(yao)領(ling)》于(yu)(yu)(yu)(yu)(yu)2008年(nian)（平成20年(nian)），從2013年(nian)（平成25年(nian)）開(kai)始實(shi)行(xing)(xing)（數學(xue)(xue)(xue)(xue)(xue)(xue)和(he)(he)(he)(he)理(li)科(ke)(ke)(ke)從2012年(nian)開(kai)始實(shi)行(xing)(xing)）。針對(dui)之前舊有的(de)(de)(de)(de)(de)(de)(de)(de)《要(yao)(yao)(yao)領(ling)》，其(qi)改(gai)(gai)革方(fang)(fang)向(xiang)(xiang)中(zhong)(zhong)(zhong)(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)兩(liang)個(ge)重要(yao)(yao)(yao)方(fang)(fang)面(mian)涉及(ji)語(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)。首先是充實(shi)言(yan)(yan)語(yu)活動(dong)（見(jian)于(yu)(yu)(yu)(yu)(yu)日(ri)(ri)本(ben)(ben)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)部(bu)科(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)(xue)省：《高(gao)中(zhong)(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)指導要(yao)(yao)(yao)領(ling)改(gai)(gai)訂要(yao)(yao)(yao)點(dian)》），即(ji)：起始于(yu)(yu)(yu)(yu)(yu)國(guo)語(yu)學(xue)(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)，延展至其(qi)他學(xue)(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)，注(zhu)重擴充針對(dui)提(ti)升(sheng)批(pi)評、論述(shu)、討論能力(li)的(de)(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)模(mo)塊(kuai)。在(zai)(zai)(zai)重視個(ge)體(ti)與社會聯系的(de)(de)(de)(de)(de)(de)(de)(de)日(ri)(ri)本(ben)(ben)，這(zhe)種從語(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)出發的(de)(de)(de)(de)(de)(de)(de)(de)能力(li)幾乎構成了社會人生存(cun)能力(li)的(de)(de)(de)(de)(de)(de)(de)(de)基(ji)礎(chu)(chu)。為(wei)達(da)到這(zhe)一(yi)標(biao)(biao)準(zhun)，側重于(yu)(yu)(yu)(yu)(yu)實(shi)踐的(de)(de)(de)(de)(de)(de)(de)(de)語(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改(gai)(gai)革勢在(zai)(zai)(zai)必(bi)行(xing)(xing)。一(yi)方(fang)(fang)面(mian)，從語(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)課程(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)課時量而(er)言(yan)(yan)，在(zai)(zai)(zai)本(ben)(ben)次教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改(gai)(gai)革以后，高(gao)中(zhong)(zhong)(zhong)(zhong)語(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)的(de)(de)(de)(de)(de)(de)(de)(de)標(biao)(biao)準(zhun)學(xue)(xue)(xue)(xue)(xue)(xue)時數從18個(ge)增加到了19個(ge)（見(jian)于(yu)(yu)(yu)(yu)(yu)日(ri)(ri)本(ben)(ben)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)部(bu)科(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)(xue)省：《高(gao)中(zhong)(zhong)(zhong)(zhong)各學(xue)(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)目及(ji)標(biao)(biao)準(zhun)學(xue)(xue)(xue)(xue)(xue)(xue)時》），這(zhe)一(yi)改(gai)(gai)革措施(shi)將(jiang)為(wei)學(xue)(xue)(xue)(xue)(xue)(xue)生提(ti)供更(geng)(geng)廣闊(kuo)的(de)(de)(de)(de)(de)(de)(de)(de)語(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)空間。另一(yi)方(fang)(fang)面(mian)則體(ti)現(xian)(xian)(xian)(xian)為(wei)具體(ti)課程(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)調整，相(xiang)(xiang)(xiang)對(dui)于(yu)(yu)(yu)(yu)(yu)原有的(de)(de)(de)(de)(de)(de)(de)(de)六個(ge)模(mo)塊(kuai)（國(guo)語(yu)表(biao)(biao)現(xian)(xian)(xian)(xian)1、國(guo)語(yu)表(biao)(biao)現(xian)(xian)(xian)(xian)2、國(guo)語(yu)綜合(he)、現(xian)(xian)(xian)(xian)代文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)、古(gu)典(dian)(dian)(dian)、古(gu)典(dian)(dian)(dian)講讀），調整后的(de)(de)(de)(de)(de)(de)(de)(de)課程(cheng)（國(guo)語(yu)綜合(he)、國(guo)語(yu)表(biao)(biao)現(xian)(xian)(xian)(xian)、現(xian)(xian)(xian)(xian)代文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)A、現(xian)(xian)(xian)(xian)代文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)B、古(gu)典(dian)(dian)(dian)A、古(gu)典(dian)(dian)(dian)B）增加了現(xian)(xian)(xian)(xian)代文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)的(de)(de)(de)(de)(de)(de)(de)(de)比(bi)重。這(zhe)種對(dui)現(xian)(xian)(xian)(xian)代語(yu)言(yan)(yan)典(dian)(dian)(dian)范的(de)(de)(de)(de)(de)(de)(de)(de)沉浸式學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)致力(li)于(yu)(yu)(yu)(yu)(yu)提(ti)高(gao)學(xue)(xue)(xue)(xue)(xue)(xue)生的(de)(de)(de)(de)(de)(de)(de)(de)語(yu)言(yan)(yan)感(gan)受力(li)，從而(er)間接提(ti)升(sheng)語(yu)言(yan)(yan)的(de)(de)(de)(de)(de)(de)(de)(de)實(shi)際應用能力(li)。其(qi)次是充實(shi)與傳(chuan)(chuan)統(tong)和(he)(he)(he)(he)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)相(xiang)(xiang)(xiang)關的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)（見(jian)《高(gao)中(zhong)(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)指導要(yao)(yao)(yao)領(ling)改(gai)(gai)訂要(yao)(yao)(yao)點(dian)》）。現(xian)(xian)(xian)(xian)階段(duan)日(ri)(ri)本(ben)(ben)高(gao)中(zhong)(zhong)(zhong)(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)傳(chuan)(chuan)統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)囊括許(xu)多方(fang)(fang)面(mian)，如歷史、宗(zong)教(jiao)(jiao)(jiao)(jiao)(jiao)、古(gu)典(dian)(dian)(dian)、武(wu)道、傳(chuan)(chuan)統(tong)音樂(le)、美(mei)術，甚(shen)至與衣食(shi)住(zhu)相(xiang)(xiang)(xiang)關的(de)(de)(de)(de)(de)(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)知(zhi)識，集中(zhong)(zhong)(zhong)(zhong)于(yu)(yu)(yu)(yu)(yu)國(guo)語(yu)、保(bao)健體(ti)育(yu)(yu)(yu)、藝術、家庭、地(di)理(li)歷史、公民(min)等高(gao)中(zhong)(zhong)(zhong)(zhong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)諸學(xue)(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)之中(zhong)(zhong)(zhong)(zhong)。和(he)(he)(he)(he)語(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)相(xiang)(xiang)(xiang)關的(de)(de)(de)(de)(de)(de)(de)(de)傳(chuan)(chuan)統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)主要(yao)(yao)(yao)體(ti)現(xian)(xian)(xian)(xian)在(zai)(zai)(zai)古(gu)典(dian)(dian)(dian)這(zhe)一(yi)層面(mian)，即(ji)對(dui)古(gu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)和(he)(he)(he)(he)漢(han)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)的(de)(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)(xi)和(he)(he)(he)(he)理(li)解(jie)。鑒于(yu)(yu)(yu)(yu)(yu)漢(han)語(yu)和(he)(he)(he)(he)漢(han)字(zi)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)本(ben)(ben)對(dui)日(ri)(ri)本(ben)(ben)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)形態的(de)(de)(de)(de)(de)(de)(de)(de)深(shen)遠影響，先秦古(gu)典(dian)(dian)(dian)、唐詩、成語(yu)在(zai)(zai)(zai)日(ri)(ri)本(ben)(ben)語(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)中(zhong)(zhong)(zhong)(zhong)占據著(zhu)日(ri)(ri)益重要(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)(de)(de)地(di)位。此外，由于(yu)(yu)(yu)(yu)(yu)語(yu)言(yan)(yan)的(de)(de)(de)(de)(de)(de)(de)(de)變(bian)遷(qian)，日(ri)(ri)本(ben)(ben)的(de)(de)(de)(de)(de)(de)(de)(de)古(gu)典(dian)(dian)(dian)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)獻對(dui)于(yu)(yu)(yu)(yu)(yu)現(xian)(xian)(xian)(xian)代人日(ri)(ri)本(ben)(ben)而(er)言(yan)(yan)，也(ye)已經非常晦(hui)澀(se)難讀，對(dui)于(yu)(yu)(yu)(yu)(yu)這(zhe)方(fang)(fang)面(mian)的(de)(de)(de)(de)(de)(de)(de)(de)授(shou)業也(ye)在(zai)(zai)(zai)持續(xu)進(jin)行(xing)(xing)。這(zhe)一(yi)面(mian)向(xiang)(xiang)古(gu)典(dian)(dian)(dian)的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)方(fang)(fang)式并不在(zai)(zai)(zai)于(yu)(yu)(yu)(yu)(yu)淺層次的(de)(de)(de)(de)(de)(de)(de)(de)背誦，而(er)是注(zhu)重對(dui)更(geng)(geng)深(shen)層次的(de)(de)(de)(de)(de)(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)內核(he)的(de)(de)(de)(de)(de)(de)(de)(de)理(li)解(jie)，致力(li)于(yu)(yu)(yu)(yu)(yu)培養(yang)學(xue)(xue)(xue)(xue)(xue)(xue)生對(dui)于(yu)(yu)(yu)(yu)(yu)古(gu)典(dian)(dian)(dian)的(de)(de)(de)(de)(de)(de)(de)(de)親近(jin)態度。

二.日本語文教育改革的預(yu)期(qi)結果

在(zai)(zai)此種背(bei)景下(xia)，教(jiao)(jiao)(jiao)育(yu)(yu)改(gai)革的(de)(de)(de)(de)(de)具體(ti)(ti)措施預期達成(cheng)何種結(jie)果，便(bian)尤其(qi)值得考量。2018年最(zui)(zui)新(xin)的(de)(de)(de)(de)(de)日(ri)本(ben)(ben)《第三期教(jiao)(jiao)(jiao)育(yu)(yu)振興基(ji)(ji)本(ben)(ben)計劃》（草案）中(zhong)，日(ri)本(ben)(ben)中(zhong)央教(jiao)(jiao)(jiao)育(yu)(yu)審(shen)議會(hui)(hui)共提(ti)(ti)出(chu)了五點(dian)(dian)工(gong)作目標(biao)，其(qi)中(zhong)第二(er)點(dian)(dian)目標(biao)———“培育(yu)(yu)牽引社會(hui)(hui)持續發(fa)展(zhan)的(de)(de)(de)(de)(de)多(duo)(duo)重能(neng)力(li)(li)”，則直(zhi)指語文(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)育(yu)(yu)改(gai)革的(de)(de)(de)(de)(de)預期結(jie)果，一(yi)共分為(wei)(wei)兩個方面(mian)(mian)。第一(yi)是(shi)(shi)(shi)(shi)培育(yu)(yu)在(zai)(zai)全球范圍(wei)內活躍(yue)的(de)(de)(de)(de)(de)人(ren)(ren)才。其(qi)中(zhong)尤其(qi)值得注意的(de)(de)(de)(de)(de)是(shi)(shi)(shi)(shi)，縱使這(zhe)(zhe)一(yi)方針可以被認(ren)定為(wei)(wei)是(shi)(shi)(shi)(shi)基(ji)(ji)于(yu)全球化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)背(bei)景而(er)(er)提(ti)(ti)出(chu)的(de)(de)(de)(de)(de)，但在(zai)(zai)這(zhe)(zhe)一(yi)方針的(de)(de)(de)(de)(de)闡釋中(zhong)，對(dui)(dui)異文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)理解并(bing)未占(zhan)據(ju)起始位(wei)置(zhi)(zhi)，與(yu)之(zhi)相對(dui)(dui)，對(dui)(dui)傳(chuan)(chuan)統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)尊重被最(zui)(zui)先(xian)提(ti)(ti)出(chu)。這(zhe)(zhe)一(yi)要(yao)求的(de)(de)(de)(de)(de)目的(de)(de)(de)(de)(de)預設相當鮮明：中(zhong)日(ri)兩國(guo)在(zai)(zai)教(jiao)(jiao)(jiao)育(yu)(yu)近代化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)過(guo)程(cheng)(cheng)中(zhong)，甚至(zhi)社會(hui)(hui)近代化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)層面(mian)(mian)上，都曾面(mian)(mian)臨(lin)異質性(xing)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)多(duo)(duo)重沖擊。在(zai)(zai)這(zhe)(zhe)一(yi)背(bei)景下(xia)，如何通過(guo)提(ti)(ti)升學(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)“主體(ti)(ti)意識(shi)”從(cong)而(er)(er)提(ti)(ti)高全民的(de)(de)(de)(de)(de)、積(ji)極的(de)(de)(de)(de)(de)民族認(ren)同，的(de)(de)(de)(de)(de)確構(gou)成(cheng)了傳(chuan)(chuan)統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)(de)(de)重要(yao)命題。前(qian)已(yi)有述，基(ji)(ji)于(yu)漢字(zi)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)圈的(de)(de)(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)形(xing)態，基(ji)(ji)礎教(jiao)(jiao)(jiao)育(yu)(yu)階段(duan)的(de)(de)(de)(de)(de)傳(chuan)(chuan)統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)教(jiao)(jiao)(jiao)育(yu)(yu)依(yi)然主要(yao)依(yi)托語文(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)育(yu)(yu)生(sheng)(sheng)成(cheng)。但是(shi)(shi)(shi)(shi)，日(ri)本(ben)(ben)語文(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)育(yu)(yu)改(gai)革的(de)(de)(de)(de)(de)思路也為(wei)(wei)傳(chuan)(chuan)統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)教(jiao)(jiao)(jiao)育(yu)(yu)提(ti)(ti)供了更為(wei)(wei)廣闊的(de)(de)(de)(de)(de)視野，即：認(ren)定自身的(de)(de)(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)位(wei)置(zhi)(zhi)，從(cong)而(er)(er)將(jiang)(jiang)本(ben)(ben)國(guo)傳(chuan)(chuan)統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)放置(zhi)(zhi)在(zai)(zai)全球化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)語境之(zhi)中(zhong)。也就是(shi)(shi)(shi)(shi)說，在(zai)(zai)厘清本(ben)(ben)國(guo)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)特質，辨明文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)偉大傳(chuan)(chuan)統(tong)之(zhi)后，比較(jiao)和(he)(he)異文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)交流(liu)才能(neng)夠成(cheng)為(wei)(wei)可能(neng)。與(yu)之(zhi)對(dui)(dui)應，高中(zhong)階段(duan)的(de)(de)(de)(de)(de)語文(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)育(yu)(yu)不(bu)僅(jin)要(yao)為(wei)(wei)學(xue)(xue)生(sheng)(sheng)提(ti)(ti)供語言能(neng)力(li)(li)和(he)(he)交流(liu)能(neng)力(li)(li)的(de)(de)(de)(de)(de)雙重提(ti)(ti)升，還(huan)要(yao)使學(xue)(xue)生(sheng)(sheng)擁有深邃的(de)(de)(de)(de)(de)視野和(he)(he)深沉的(de)(de)(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)關懷。第二(er)是(shi)(shi)(shi)(shi)尤其(qi)注重培育(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)人(ren)(ren)才。這(zhe)(zhe)類(lei)專門人(ren)(ren)才主要(yao)集中(zhong)于(yu)兩個方面(mian)(mian)：首先(xian)是(shi)(shi)(shi)(shi)致力(li)(li)于(yu)培養(yang)創(chuang)造文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)藝術(shu)(shu)的(de)(de)(de)(de)(de)人(ren)(ren)才，這(zhe)(zhe)些人(ren)(ren)才將(jiang)(jiang)活躍(yue)于(yu)多(duo)(duo)樣的(de)(de)(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)門類(lei)中(zhong)，主要(yao)面(mian)(mian)向文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)藝術(shu)(shu)永續性(xing)的(de)(de)(de)(de)(de)繼承、發(fa)展(zhan)與(yu)傳(chuan)(chuan)播；其(qi)次是(shi)(shi)(shi)(shi)致力(li)(li)于(yu)培養(yang)專攻于(yu)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)藝術(shu)(shu)鑒賞活動(dong)的(de)(de)(de)(de)(de)人(ren)(ren)才，將(jiang)(jiang)藝術(shu)(shu)評論和(he)(he)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)批(pi)評帶入(ru)現實之(zhi)中(zhong)，同時為(wei)(wei)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)發(fa)展(zhan)提(ti)(ti)供多(duo)(duo)重可能(neng)性(xing)。在(zai)(zai)上述的(de)(de)(de)(de)(de)諸多(duo)(duo)門類(lei)中(zhong)，文(wen)(wen)(wen)(wen)(wen)(wen)學(xue)(xue)，泛而(er)(er)言之(zhi)，文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)，占(zhan)據(ju)著重要(yao)地位(wei)，其(qi)創(chuang)造過(guo)程(cheng)(cheng)可以被視為(wei)(wei)文(wen)(wen)(wen)(wen)(wen)(wen)學(xue)(xue)創(chuang)作（創(chuang)意寫作），其(qi)鑒賞過(guo)程(cheng)(cheng)可被劃分為(wei)(wei)普遍性(xing)的(de)(de)(de)(de)(de)閱讀(du)和(he)(he)學(xue)(xue)院派的(de)(de)(de)(de)(de)評論。總(zong)而(er)(er)言之(zhi)，創(chuang)造文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)，無論個體(ti)(ti)或者(zhe)群體(ti)(ti)，終(zhong)究(jiu)是(shi)(shi)(shi)(shi)人(ren)(ren)類(lei)本(ben)(ben)身.在(zai)(zai)基(ji)(ji)礎教(jiao)(jiao)(jiao)育(yu)(yu)階段(duan)提(ti)(ti)供充足的(de)(de)(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)資源和(he)(he)精神養(yang)料(liao)，將(jiang)(jiang)促(cu)進學(xue)(xue)生(sheng)(sheng)對(dui)(dui)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)產生(sheng)(sheng)強(qiang)烈(lie)的(de)(de)(de)(de)(de)親和(he)(he)力(li)(li)和(he)(he)領悟(wu)力(li)(li)。如果學(xue)(xue)生(sheng)(sheng)在(zai)(zai)未來擇業時選擇文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)藝術(shu)(shu)工(gong)作作為(wei)(wei)終(zhong)身的(de)(de)(de)(de)(de)事業，那么，在(zai)(zai)基(ji)(ji)礎教(jiao)(jiao)(jiao)育(yu)(yu)階段(duan)就已(yi)經打下(xia)的(de)(de)(de)(de)(de)人(ren)(ren)文(wen)(wen)(wen)(wen)(wen)(wen)底色(se)將(jiang)(jiang)直(zhi)接影響到(dao)個體(ti)(ti)的(de)(de)(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)認(ren)知、創(chuang)造與(yu)接納能(neng)力(li)(li)，從(cong)而(er)(er)影響到(dao)整個社會(hui)(hui)的(de)(de)(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)(hua)氛圍(wei)。

三.日(ri)本高中階(jie)段(duan)語文(wen)教育改革的經(jing)驗及教訓

綜(zong)觀(guan)日本高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)階段語(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改革的(de)(de)(de)(de)要求和(he)(he)(he)預(yu)期結果，均集中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)在(zai)實踐(jian)(jian)和(he)(he)(he)傳統(tong)兩(liang)方面(mian)(mian)，這(zhe)樣的(de)(de)(de)(de)雙(shuang)重(zhong)面(mian)(mian)向(xiang)對(dui)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)國(guo)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改革而(er)(er)言同樣具有(you)借(jie)鑒意義(yi)。從(cong)實踐(jian)(jian)層(ceng)(ceng)(ceng)面(mian)(mian)而(er)(er)言，日本高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)語(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)并不過(guo)度(du)要求儲備基(ji)礎(chu)(chu)知(zhi)(zhi)識(shi)(shi)、而(er)(er)是更(geng)(geng)加注重(zhong)實際運用語(yu)(yu)(yu)言的(de)(de)(de)(de)能力(li)(li)，《學(xue)習(xi)指導要領》的(de)(de)(de)(de)總題名“生(sheng)(sheng)存能力(li)(li)”(生(sheng)(sheng)きる力(li)(li))，就證明(ming)了(le)這(zhe)一點。中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)國(guo)高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)語(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)可(ke)以(yi)吸納此(ci)方面(mian)(mian)的(de)(de)(de)(de)優(you)長，適度(du)增加實踐(jian)(jian)層(ceng)(ceng)(ceng)面(mian)(mian)的(de)(de)(de)(de)授課時數，使(shi)我(wo)國(guo)的(de)(de)(de)(de)語(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)成果超越最(zui)低的(de)(de)(de)(de)知(zhi)(zhi)識(shi)(shi)階段，平衡語(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)所(suo)帶(dai)來的(de)(de)(de)(de)思(si)考能力(li)(li)、判(pan)斷能力(li)(li)和(he)(he)(he)表達(da)能力(li)(li)，使(shi)之成為(wei)(wei)人際社(she)會(hui)層(ceng)(ceng)(ceng)面(mian)(mian)的(de)(de)(de)(de)技能，以(yi)應(ying)對(dui)現今信息社(she)會(hui)的(de)(de)(de)(de)知(zhi)(zhi)識(shi)(shi)洪(hong)流。此(ci)外，語(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)所(suo)習(xi)得(de)(de)的(de)(de)(de)(de)語(yu)(yu)(yu)言能力(li)(li)并不應(ying)該(gai)孤立于單一學(xue)科之中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)，而(er)(er)是應(ying)該(gai)形成以(yi)語(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)學(xue)科為(wei)(wei)基(ji)礎(chu)(chu)，與其他學(xue)科聯動(dong)的(de)(de)(de)(de)態勢。所(suo)以(yi)，語(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)在(zai)能力(li)(li)的(de)(de)(de)(de)建(jian)構之外，還(huan)應(ying)該(gai)建(jian)立與之相(xiang)關的(de)(de)(de)(de)、健全的(de)(de)(de)(de)知(zhi)(zhi)識(shi)(shi)體(ti)系(xi)和(he)(he)(he)道德(de)體(ti)系(xi)，使(shi)學(xue)生(sheng)(sheng)擁有(you)內化(hua)(hua)的(de)(de)(de)(de)思(si)考方式(shi)以(yi)及豐裕的(de)(de)(de)(de)內心。由此(ci)，教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)后的(de)(de)(de)(de)個體(ti)將得(de)(de)以(yi)生(sheng)(sheng)存和(he)(he)(he)生(sheng)(sheng)活于社(she)會(hui)之中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)，成為(wei)(wei)社(she)會(hui)的(de)(de)(de)(de)有(you)機(ji)組成部分，進而(er)(er)達(da)成個人的(de)(de)(de)(de)全面(mian)(mian)發(fa)(fa)展(zhan)。從(cong)傳統(tong)層(ceng)(ceng)(ceng)面(mian)(mian)而(er)(er)言，日本的(de)(de)(de)(de)語(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改革也(ye)可(ke)以(yi)為(wei)(wei)我(wo)國(guo)語(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)提供部分經驗(yan)。在(zai)2017年，中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)共中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)央(yang)辦公(gong)廳、國(guo)務院辦公(gong)廳印發(fa)(fa)了(le)《關于實施中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華優(you)秀傳統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)傳承(cheng)發(fa)(fa)展(zhan)工程的(de)(de)(de)(de)意見》（以(yi)下簡稱《意見》），意見表明(ming)，堅定文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)自信、全面(mian)(mian)復興(xing)傳統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)，已經勢在(zai)必行。在(zai)這(zhe)樣的(de)(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)轉型期中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)，高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)作為(wei)(wei)青(qing)少年學(xue)生(sheng)(sheng)接觸(chu)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華優(you)秀傳統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)的(de)(de)(de)(de)重(zhong)要途徑，值得(de)(de)成為(wei)(wei)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)(de)重(zhong)要切入口。參考日本高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)國(guo)語(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)(de)經驗(yan)，我(wo)國(guo)高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)語(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)可(ke)以(yi)側(ce)重(zhong)于構建(jian)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華傳統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)課程和(he)(he)(he)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材體(ti)系(xi)，塑造優(you)秀的(de)(de)(de)(de)校(xiao)園文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)，針對(dui)語(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)學(xue)科，主要的(de)(de)(de)(de)導向(xiang)應(ying)該(gai)是古典文(wen)(wen)(wen)(wen)(wen)(wen)(wen)學(xue)。傳統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)更(geng)(geng)應(ying)該(gai)達(da)成從(cong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)到感(gan)知(zhi)(zhi)的(de)(de)(de)(de)轉化(hua)(hua)，從(cong)而(er)(er)建(jian)構學(xue)生(sheng)(sheng)生(sheng)(sheng)命狀(zhuang)態和(he)(he)(he)生(sheng)(sheng)存方式(shi)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)的(de)(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)內核。我(wo)國(guo)的(de)(de)(de)(de)傳統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)也(ye)不應(ying)該(gai)只(zhi)停留在(zai)課堂(tang)上，應(ying)該(gai)以(yi)課堂(tang)為(wei)(wei)源頭(tou)，增強(qiang)學(xue)生(sheng)(sheng)對(dui)于傳統(tong)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)的(de)(de)(de)(de)生(sheng)(sheng)命體(ti)驗(yan)。

綜上(shang)而言，我國高中語(yu)文教(jiao)育可以(yi)在(zai)實踐和傳統兩方(fang)面進行更加深入的拓展，從而探索我國基礎教(jiao)育的全新(xin)可能。

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作者:謝雨新(xin) 金仁奎 單位:日本筑波大學