高中文言文文体教学研究
发布时间：2018-07-22 13:40
【摘要】：文言文顾名思义既有文又有言,因此是文言并重。但在现实中的文言文教学中,无论是初中文言文教学还是高中文言文教学,对言的倾向度大于文的倾向度。教师在教授文言文时,往往以串讲字词、讲解句式、文章翻译为主,而文讲解较少。文言文的“文”是文章的“文”,每一种文章有对应的体裁,每种体裁都有自己固有的文体特征。在文言文教学中,我们可以运用文体的特征去教。其实文体教学,在现代文教学中早已使用,只是我们没有把文体教学运用到文言文教学中。在现代文中,我们讲议论文时,一般从议论文的文体结构入手,这篇文章立论是什么、论点是从哪个地方切入、论据有哪些、怎样论证;记叙文主要包括:叙述的时间、顺序、人物、事件、感悟等;在讲到说明文时,主要包括说明的对象、说明对象的特征、说明文的语言、说明的顺序等。文言文和现代文一样都是文章,现代文可以运用文体教学,文言文一样可以运用文体教学。要想在文言文教学中引入文体教学,需要教师对文言文文体知识有一个系统的了解,而不仅仅是知道高中语文教材中的文言文文体。因为,从有文字记录时,文应运而生,到新文化运动,已有大约三千年的历史。在这漫长的时间里,随着朝代的更替、社会的每一次变革文体都会随之发生相应的变化,印有当时社会特有的烙印。因此,文言文文体知识,教师要熟记于胸,胸中有“体”才能灵活的运用到教学中。本论文主要是研究高中文言文文体教学,对高中语文教材中文言文涉及的文体种类、每种文体的分布有了一个系统的梳理。以章必功的《文体史话》中对古代文体的分类为依据,从梳理中发现高中文言文文体主要包括三大类:散文、赋、语录体;在散文中又分为论说文、序跋文、传状文、杂记文、公牍文;进一步又可以分出序跋文中的宴记之序、传状文中的传记文、杂记文中的山水游记、公牍文中的表。通过对这些文体具有的基本特征梳理过程中发现存在两种情况:一种情况是同一文体在一个单元里(《廉颇蔺相如列传》、《苏武传》、《张衡传》都在教科书的第四册的第四单元),另一种情况是同一种文体分布在不同的位置(《兰亭集序》和《滕王阁序》分别在教科书的第二册的第三单元和第五册的第二单元)。文体特征不同,分布位置不同,教学策略与之相呼应。位置较分散的文体可以通过整合到一起进行教学,而较集中的则可以把教与练相结合来进行教学。希望通过真和与集中能够形成文言文文体学习系统,能够触类旁通。文言文文体教学,并不是把“文”和“言”分开,而是为了达到“言”、“文”的完美结合,使“言”、“文”双剑合璧,提高文言文教学效率。
[Abstract]:Classical Chinese, as its name implies, has both text and speech, so it pays equal attention to classical Chinese. However, in the practical teaching of classical Chinese, whether in junior high school classical Chinese teaching or senior high school classical Chinese teaching, the tendency of speech is greater than that of text. When teaching classical Chinese, teachers often use string words, explain sentence structure, translation of articles, but less explanation. The article of classical Chinese is the text of the article, each article has its own style, and each genre has its own stylistic characteristics. In classical Chinese teaching, we can use the stylistic features to teach. In fact, stylistic teaching has long been used in modern Chinese teaching, but we have not applied stylistic teaching to classical Chinese teaching. In modern prose, when we talk about argumentative papers, we generally start with the stylistic structure of argumentative papers. What is the argument of this article? where does the argument come from, what are the arguments and how to prove them; the narrative mainly includes: the time and order of the narration. Characters, events, feelings, etc. When it comes to the written text, it mainly includes the object of explanation, the characteristics of the object, the language of the narration, the order of explanation, etc. Classical Chinese and modern Chinese are all articles, modern Chinese can use stylistic teaching, classical Chinese can also use stylistic teaching. To introduce stylistic teaching into the teaching of classical Chinese, teachers need to have a systematic understanding of the stylistic knowledge of classical Chinese, not just the style of classical Chinese in high school Chinese textbooks. Because, from the written record, the text came into being, to the New Culture Movement, has a history of about 3,000 years. In this long time, with the change of the dynasty, the style of each social change will change accordingly, with the special brand of the society printed at that time. Therefore, classical Chinese style knowledge, teachers must memorize in the chest, chest "body" can be flexibly applied to the teaching. This paper mainly studies the style teaching of classical Chinese in senior high school, and systematically combs the types of styles and the distribution of each style in the teaching materials of Chinese in senior high school. Based on the classification of ancient styles in Zhang Bigong's History of Stylistics, it is found that the style of classical Chinese writing in senior high school mainly includes three categories: prose, Fu, quotation style, and in prose, it is divided into three categories: the essay, the preface and postscript, the biography, the miscellaneous inscription. Public slips; further can be divided into preface and postscript in the preface and postscript, biography in the biographical text, miscellaneous notes in the landscape travel notes, public slips in the form. In the process of combing the basic features of these styles, two situations are found: one is that the same style is in one unit (< Lian Po rush, Su Wu Zhuan, < Zhang Heng biography], all of which are in the fourth volume of the textbook. Another situation is that the same style is distributed in different places ("Lanting Collection" and "Teng Wang GE" respectively in the third unit of the second volume of the textbook and the second unit of the fifth volume). With different stylistic features and different distribution, teaching strategies echo them. A more dispersed style can be integrated into teaching, while a more concentrated one can combine teaching with practice. It is hoped that the learning system of classical Chinese style can be formed by truth and centralization. The teaching of classical Chinese style is not to separate "Wen" from "Yan", but to achieve the perfect combination of "Yan" and "Wen", to combine "Yan" and "Wen" and to improve the teaching efficiency of classical Chinese.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
本文编号：2137645
[Abstract]:Classical Chinese, as its name implies, has both text and speech, so it pays equal attention to classical Chinese. However, in the practical teaching of classical Chinese, whether in junior high school classical Chinese teaching or senior high school classical Chinese teaching, the tendency of speech is greater than that of text. When teaching classical Chinese, teachers often use string words, explain sentence structure, translation of articles, but less explanation. The article of classical Chinese is the text of the article, each article has its own style, and each genre has its own stylistic characteristics. In classical Chinese teaching, we can use the stylistic features to teach. In fact, stylistic teaching has long been used in modern Chinese teaching, but we have not applied stylistic teaching to classical Chinese teaching. In modern prose, when we talk about argumentative papers, we generally start with the stylistic structure of argumentative papers. What is the argument of this article? where does the argument come from, what are the arguments and how to prove them; the narrative mainly includes: the time and order of the narration. Characters, events, feelings, etc. When it comes to the written text, it mainly includes the object of explanation, the characteristics of the object, the language of the narration, the order of explanation, etc. Classical Chinese and modern Chinese are all articles, modern Chinese can use stylistic teaching, classical Chinese can also use stylistic teaching. To introduce stylistic teaching into the teaching of classical Chinese, teachers need to have a systematic understanding of the stylistic knowledge of classical Chinese, not just the style of classical Chinese in high school Chinese textbooks. Because, from the written record, the text came into being, to the New Culture Movement, has a history of about 3,000 years. In this long time, with the change of the dynasty, the style of each social change will change accordingly, with the special brand of the society printed at that time. Therefore, classical Chinese style knowledge, teachers must memorize in the chest, chest "body" can be flexibly applied to the teaching. This paper mainly studies the style teaching of classical Chinese in senior high school, and systematically combs the types of styles and the distribution of each style in the teaching materials of Chinese in senior high school. Based on the classification of ancient styles in Zhang Bigong's History of Stylistics, it is found that the style of classical Chinese writing in senior high school mainly includes three categories: prose, Fu, quotation style, and in prose, it is divided into three categories: the essay, the preface and postscript, the biography, the miscellaneous inscription. Public slips; further can be divided into preface and postscript in the preface and postscript, biography in the biographical text, miscellaneous notes in the landscape travel notes, public slips in the form. In the process of combing the basic features of these styles, two situations are found: one is that the same style is in one unit (< Lian Po rush, Su Wu Zhuan, < Zhang Heng biography], all of which are in the fourth volume of the textbook. Another situation is that the same style is distributed in different places ("Lanting Collection" and "Teng Wang GE" respectively in the third unit of the second volume of the textbook and the second unit of the fifth volume). With different stylistic features and different distribution, teaching strategies echo them. A more dispersed style can be integrated into teaching, while a more concentrated one can combine teaching with practice. It is hoped that the learning system of classical Chinese style can be formed by truth and centralization. The teaching of classical Chinese style is not to separate "Wen" from "Yan", but to achieve the perfect combination of "Yan" and "Wen", to combine "Yan" and "Wen" and to improve the teaching efficiency of classical Chinese.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
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