普通高中文言文教学存在的问题及改革路径

发布时间：2017-12-28 04:20

本文关键词：普通高中文言文教学存在的问题及改革路径　出处：《辽宁师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：文言文既是中国文化的宝库,又是民族精神的宝库。它是中华民族优秀文化的载体,汉语言的民族性正是由它体现出来的,文言文具有历史意义和现实意义,所以学好文言文是非常重要的。目前普通高中的学生学习文言文有难度。究其原因,文言文离现在很久远,教学过程单一化,学生关于文言知识储备少,做题时产生畏惧感,于是文言文教学会存在很多问题,因此,研究出实用的文言文教学新路径就被提上日程。本文主要从普通高中文言文教学现状说起,针对课堂上存在一些浮华的“症状”,提出文言文课堂要解决的问题言为“真”声。除了前言和结语,本文共分为三章,后两章为重点论述部分。第一章普通高中文言文教学的困境。这一章共分四点:一、满堂“翻”——知识被灌输,教学逐渐失“文”,这也意味着学生素养浸润的逐渐消失,实际上也就是学生作为有精神状态的人格主体的逐渐消失。二、满堂“串”——过程被冷淡,教学逐渐失“本”,普通高中文言文之“本”,在于教给学生体会领悟文言之精髓。三、满堂“搬”——能力被缺失,教学逐渐失“真”,阅读“能力”逐渐被萎缩。四、满堂“看”——诵读被搁浅,教学逐渐失“云”,意为是学生在学习文言文时逐渐脱离文言文作品中的具体语言环境,是一种比较被动地孤立割裂式学习。第二章普通高中文言文教学改革的六原则。这一章共分两点:一、古代语文教育的特点与当代文言文教育的比照,二者大致上有以下两方面的不同之处:教育的功能与德育的关系与教育中写和读的关系。二、普通高中文言文教学改革的六原则。分别是“发面原则”、“发散原则”、“发现原则”、“发展原则”、“发放原则”、“发酵原则”。教学原则只是行动的指南针,行动可能创造奇迹。实践是检验真理的唯一标准。相信,只要我们准确把握普通高中文言文教学探索的“六项基本原则”,灵活应用,用以致学。普通高中文言文课堂上存在的问题被突破也就指日可待了。第三章普通高中文言文教学的四项基本策略和路径。这一章就突破当下普通高中文言文教学困境,提出如下四条教学基本策略:一、丰富活动,开发学习兴趣点。其中包括两点:以问题激发兴趣和从知趣到情趣。二、直观比较,聚焦文本语言点。其中包括两点:借力现代技术,辨析语言;凭借自主沉淀,传承语言。三、生动诵读,关照情感唤醒点。其中包括两点:从诵读的理论入手和从诵读的形式入手。四、反馈形象,生成思维发散点。其中包括两点:引领学生,重归文言原生场和多维对话,培植思维发散场。总之,随着教育改革的日益深入,普通高中文言文教学改革取得了一定的成效,但是与学生成长的预期仍然相去甚远。本文认为,普通高中文言文教学的困境是由多种因素造成的,须从文言之“文”、文言之“本”、文言之“云”等多角度考量和探究,努力从文言文学习的文本语言点、情感唤醒点、思维发散点、学习兴趣点等路径去突破,切实把自主感知还给学生,把诵读体验还给学生,在浸润里传承,在传承里积淀,以让高中文言文教学更加有力有效,有声有色。
[Abstract]:Classical Chinese is not only a treasure house of Chinese culture, but also a treasure house of national spirit. It is the carrier of Chinese excellent culture. The nationality of Chinese language is reflected by it. Classical Chinese has historic and practical significance, so learning classical Chinese is very important. At present, it is difficult for ordinary high school students to learn classical Chinese. The reason for this is that classical Chinese is far away from the present, and the teaching process is single. Students have little knowledge about classical Chinese and fear when doing exercises. Therefore, there exist many problems in classical Chinese culture and Education Association. Therefore, a practical new way of classical Chinese teaching has been put on the agenda. This paper mainly talks about the current situation of classical Chinese teaching in senior high schools, aiming at the existence of some flashy symptoms in the classroom, and proposes that the problem to solve in classical Chinese classroom is called "real". In addition to the preface and conclusion, this article is divided into three chapters, and the latter two chapters are the key part. The first chapter is the plight of the teaching of classical Chinese in ordinary high school. This chapter is divided into four points: first, the "turn over" of the whole hall -- knowledge is instilled, and teaching gradually loses "Wen", which also means the gradual disappearance of students' literacy infiltration. In fact, it is the gradual disappearance of students' personality as a mental state. Two, the "string" of the "full hall" -- the process is cold, the teaching gradually loses "Ben". The essence of classical Chinese in senior high school is to teach students to understand the essence of classical Chinese. Three, the full hall "move" - the ability is missing, teaching gradually lost "true", reading "ability" gradually shrinking. Four, the "look" in the hall -- reading is stranded, and teaching is losing "cloud". It means that when students are learning classical Chinese, they gradually break away from the specific language environment in classical Chinese works, which is a relatively passive isolated learning. The second chapter is the six principles of the reform of classical Chinese teaching in ordinary high school. This chapter is divided into two points: first, the comparison between the characteristics of ancient Chinese education and contemporary Chinese classical education, the two generally have the following two differences: the relationship between the function of education and moral education, and the relationship between writing and reading in education. Two, the six principles of the reform of classical Chinese teaching in ordinary high school. Are the "baking principle" and "divergent principle", "principle of discovery" and "development" and "the payment principle", "principle of fermentation". The principles of teaching are only the compass of action, and action may create miracles. Practice is the only criterion for testing truth. It is believed that as long as we accurately grasp the "six basic principles" in the exploration of classical Chinese teaching in high school, we can use it flexibly and use it so that we can learn it. The problems in the classical Chinese language class in the ordinary high school are broken through. The third chapter is the four basic strategies and paths for the teaching of classical Chinese in ordinary high school. This chapter breaks through the dilemma of classical Chinese teaching in ordinary high school, and puts forward the following four basic teaching strategies: first, enriching activities and developing interest points of learning. Including two points: to stimulate interest and go to taste from. Two, visual comparison, focus on text language points. It includes two points: borrowing modern technology, identifying language, relying on independent precipitation, and inheriting language. Three, vividly recite, take care of the emotional arousal point. It includes two points: starting with the theory of reading and starting from the form of reading. Four, feedback the image to create a divergent point of thinking. Including two points: lead students, return to the original field of classical Chinese and multidimensional dialogue, cultivate thinking divergence. In short, with the deepening of educational reform, the reform of classical Chinese teaching in senior high schools has achieved some success, but it is far from the expectation of students' growth. This paper argues that the high school classical Chinese teaching dilemma is caused by various factors, from "Wen" in classical Chinese, classical Chinese, classical Chinese "this" "cloud" and so many angles to consider and explore the text language, to learn from the classical Chinese emotional awakening, divergent thinking, learning interest the path to break, put the self perception to students, reading experience to students, the inheritance in the heritage in infiltration, accumulation, in order to let the high school classical Chinese teaching more effective, full of sound and colour.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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