基于文体分类的高中文言文教学策略研究
发布时间：2018-07-17 01:23
【摘要】：近年来许多语文教师反映文言文教学成为高中语文教学中的“老大难”问题,笔者以黄陂六中为调查点和实验点,通过问卷调查、教案分析和反馈整理三种形式分析出当前高中学生对文言文教学的兴趣度和接受度极低,语文教师的文言文文法教学也存在三大基本问题:一是文言与文意的比重不协调;二是与现代文教法区分度不大;三是教学模式固定化,低效化。总而言之,传统文言文文法教学存在很多弊端,亟待改善。任何教学活动都必须要以学生为在主体,教师为主导,以教学方法作为连接教学对象和教学内容的纽带,因此对教学对象和教学内容的分析十分必要。通过分析人教版高中语文教材可知,编写者将文言文以现代散文文体分类分为五个单元:古代记叙散文、古代游记散文、古代议论散文、古代人物传记和古代抒情散文,在每一单元的单元卷首语中有关于此单元的教学重点和教学方法提示,而课后的练习对巩固重要教学内容也起到巨大的作用。而作为教学对象的高中学生,处于青春期这一特殊时期的他们也具有很特殊的心理状况,并且他们对文言文的接受程度和感兴趣程度都是文言文教学的前在性考虑因素。本文所提出的新的文言文教学策略,其设想直接来源于桐城派三宗之一的方苞所提“文法”,“义”指“言有物”,“法”指“言有序”,涵盖了文章内容和形式两个方面,正于文言文教学目标所要达到的文言与文意双重理解不谋而合。新的教学法具体的实施是以文体分类为前提的,在不同的文体中找到最为突出的文法特征,根据此特征串联起文章的内容和形式的讲解,例如讲解古代叙事散文时应该要以故事情节为主;讲解古代人物传记的时候要以人物为主;讲解游记类散文时要以情景交融呈现的特点以及方法为主;讲解古代议论文时要以论证的逻辑为主;讲解抒情文时要以感情的变化线索为主。而此教学法最大的特点在于“图像化”,也就是教师在授课的同时可以将自己的授课思路和文章文法思路一起以图表的形式展现给学生,使得学生通过文字、语言和图表等等多种形式理解课文。以达到改善传统文言文教学,使文言文文法教学更加有效化、立体化,使学生对文言文的接受程度提高,真正能喜爱中华民族的优秀文化。
[Abstract]:In recent years, many Chinese teachers have shown that the teaching of classical Chinese has become a "old and difficult problem" in high school language teaching. The author, taking the six in Huangpi as the investigation point and the experimental point, analyzes three forms of high school students' interest and acceptance of classical Chinese teaching by questionnaire survey, teaching case analysis and feedback collation. There are also three basic problems in the teaching of grammar and grammar: one is that the proportion of the classical Chinese and the literary meaning is not coordinated; the two is not to be separated from the modern culture and education law area; the three is the fixed and inefficient teaching mode. In a word, there are many drawbacks in the traditional classical Chinese grammar teaching, and the students must be the main body and the teachers should be taken as the main body. Taking the teaching method as the link between the teaching objects and the content of teaching, it is necessary to analyze the object and content of the teaching. Through the analysis of the Chinese teaching materials of the high school, the writer divides the classical Chinese into five units: the ancient prose, the ancient travels prose, the ancient Argumentation Prose, The biography of ancient characters and the ancient Lyric essays have the teaching emphasis and teaching methods in the unit volume of each unit, and the practice after the class plays a great role in consolidating the important content of the teaching. The psychological status and their degree of acceptance and interest in classical Chinese are all the factors before the teaching of classical Chinese. The new teaching strategy of classical Chinese is directly derived from the "grammar" proposed by Fang Bao, one of the three Tongcheng pies, and the "meaning" refers to "words and things", and "law" refers to "word order", culvert. The content and form of the article are covered in two aspects, which is exactly the same as the dual understanding of the classical Chinese and the literary meaning. The concrete implementation of the new teaching method is based on the classification of the style, and finds the most prominent grammatical features in different stylistics, and the contents and forms of the article are explained in series according to this feature. When explaining the ancient narrative prose, we should give priority to the story plot; to explain the biography of ancient characters should be based on characters; to explain the characteristics and methods of love and scenery when explaining the travel notes; explain the logic of argument in ancient argumentative essays; explain the lyric text as the main clue to the change of feelings. The most important feature of the teaching method is "image", which means that teachers can show their teaching ideas and article grammatical ideas together in the form of diagrams, so that students can understand the text in various forms, such as words, languages and charts, so as to improve the teaching of traditional classical Chinese and make classical Chinese grammar teaching. Learning is more effective and three-dimensional, so that students' acceptance of classical Chinese is improved, and they really enjoy the excellent culture of the Chinese nation.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2128410
[Abstract]:In recent years, many Chinese teachers have shown that the teaching of classical Chinese has become a "old and difficult problem" in high school language teaching. The author, taking the six in Huangpi as the investigation point and the experimental point, analyzes three forms of high school students' interest and acceptance of classical Chinese teaching by questionnaire survey, teaching case analysis and feedback collation. There are also three basic problems in the teaching of grammar and grammar: one is that the proportion of the classical Chinese and the literary meaning is not coordinated; the two is not to be separated from the modern culture and education law area; the three is the fixed and inefficient teaching mode. In a word, there are many drawbacks in the traditional classical Chinese grammar teaching, and the students must be the main body and the teachers should be taken as the main body. Taking the teaching method as the link between the teaching objects and the content of teaching, it is necessary to analyze the object and content of the teaching. Through the analysis of the Chinese teaching materials of the high school, the writer divides the classical Chinese into five units: the ancient prose, the ancient travels prose, the ancient Argumentation Prose, The biography of ancient characters and the ancient Lyric essays have the teaching emphasis and teaching methods in the unit volume of each unit, and the practice after the class plays a great role in consolidating the important content of the teaching. The psychological status and their degree of acceptance and interest in classical Chinese are all the factors before the teaching of classical Chinese. The new teaching strategy of classical Chinese is directly derived from the "grammar" proposed by Fang Bao, one of the three Tongcheng pies, and the "meaning" refers to "words and things", and "law" refers to "word order", culvert. The content and form of the article are covered in two aspects, which is exactly the same as the dual understanding of the classical Chinese and the literary meaning. The concrete implementation of the new teaching method is based on the classification of the style, and finds the most prominent grammatical features in different stylistics, and the contents and forms of the article are explained in series according to this feature. When explaining the ancient narrative prose, we should give priority to the story plot; to explain the biography of ancient characters should be based on characters; to explain the characteristics and methods of love and scenery when explaining the travel notes; explain the logic of argument in ancient argumentative essays; explain the lyric text as the main clue to the change of feelings. The most important feature of the teaching method is "image", which means that teachers can show their teaching ideas and article grammatical ideas together in the form of diagrams, so that students can understand the text in various forms, such as words, languages and charts, so as to improve the teaching of traditional classical Chinese and make classical Chinese grammar teaching. Learning is more effective and three-dimensional, so that students' acceptance of classical Chinese is improved, and they really enjoy the excellent culture of the Chinese nation.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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