初中文言文阅读教学初探
|
摘要
文言文教学是中学语文教学的重要组成部分,学生通过阅读文言文可以了解民族历史与文化精神,形成良好的审美趣味和健全的人格,全面提高语文素养。文言文阅读对于中学生具有非常重要的意义。
可是,文言文教学现状却令人担忧。由于文言语境的缺失,学生阅读文言文作品存在很大的理解障碍,而中学生正处于阅读鉴赏文言文的起步阶段,所以教学大纲对于文言文教学要求比较低,能“阅读浅显文言文”即可,因此文言文考试主要以翻译、默写字词句为重点,涉及文言文鉴赏方面的问题微乎其微。有相当一部分教师往往把考试作为教学的指挥棒,所以错误地将文言文教学定位于“字字落实、句句清楚”的字词教学,完全忽视了文言文作为“文”的巨大审美价值。学生无从领略文言文的文笔之妙、风格之美,学习兴趣逐渐消失。文言文教学沦于教师不爱教、学生不爱学的尴尬境地。
本文试图以“读”作为文言文教学的切入点,探讨文言文阅读教学的有效策略。全文拟分三章,第一章从文言文的人文性、审美性、工具性三方面阐述文言文阅读对于中学生的重要意义。第二章以列表调查的形式了解当下文言文的教学现状。在调查研究的基础上分析中学文言文教学的问题所在。第三章提出文言文阅读教学实施策略——初读策略、研读策略、读评策略。初读策略强调整体感知课文的重要性,培养学生良好的文言阅读语感。研读策略充分发掘文言文“文”的审美价值,对文本进行鉴赏品评,拓展学生的文言阅读视野。读评策略指导学生进行圈点批注,随时记录阅读感受。文言文阅读教学实施策略,旨在帮助学生掌握文言文阅读和鉴赏的方法,培养学生的自读兴趣和品读能力,为学生独立阅读古代优秀文学作品做充分的准备。
Classical Chinese language teaching middle school teaching is an important component of the students by reading classical Chinese can understand the spirit of national history and culture, the aesthetic interest to form a good and sound character, comprehensively improve the quality of language. Classical Chinese reading for students of very important significance.
However, the classical Chinese teaching situation is a cause for concern. Classical Chinese context because of the deficiencies, students read classical Chinese works a lot of obstacles to understanding and appreciation of secondary school students to read classical Chinese are at the initial stage, the syllabus for teaching classical Chinese demand is relatively low, can "read the simple classical Chinese" can be, classical Chinese test Mainly in translation, dictation Zici Ju, with the focus on classical Chinese appreciation of the problems minimal. A significant proportion of teachers are teaching to the test as a baton, so wrong to classical Chinese teaching defined as "the implementation of every word, sentence clear" terms of teaching, completely ignored the classical Chinese as the "text" of great aesthetic value. Classical Chinese students can not appreciate the wonders of Wen-Bi, the style of the United States, interest in learning gradually disappear. The relegation of teaching classical Chinese teachers do not love teaching, students do not like to study the embarrassing position.
This article attempts to "read" as the entry point for teaching classical Chinese, classical Chinese explore effective strategies for teaching reading. The full text of the proposed sub-three chapters, the first chapter from the classical Chinese Humanism, aesthetic, tools of the three areas for students to read classical Chinese writings on the significance. Chapter 2 to investigate the list in the form of classical Chinese understanding of the current status of teaching. In the investigation on the basis of classical Chinese teaching in secondary schools where the problem lies. Chapter III to read classical Chinese teaching implementation strategy - the first reading strategies, reading strategies, reading assessment strategies. The first reading of the overall strategy stressed the importance of perception texts, students cultivate a good sense of the phrase to read classical Chinese. Read classical Chinese strategy to maximize the "text" of the aesthetic value of the text Appreciation evaluation, expanding horizons of students to read classical Chinese. Reading assessment strategy guide students Quandian endorsement, at any time record reading experience. Read classical Chinese teaching implementation strategy, designed to help students master reading and appreciation of classical Chinese methods, training of students interested in the reading materials and reading ability, independent reading for students of outstanding literary works of ancient My prepared to do.
可是,文言文教学现状却令人担忧。由于文言语境的缺失,学生阅读文言文作品存在很大的理解障碍,而中学生正处于阅读鉴赏文言文的起步阶段,所以教学大纲对于文言文教学要求比较低,能“阅读浅显文言文”即可,因此文言文考试主要以翻译、默写字词句为重点,涉及文言文鉴赏方面的问题微乎其微。有相当一部分教师往往把考试作为教学的指挥棒,所以错误地将文言文教学定位于“字字落实、句句清楚”的字词教学,完全忽视了文言文作为“文”的巨大审美价值。学生无从领略文言文的文笔之妙、风格之美,学习兴趣逐渐消失。文言文教学沦于教师不爱教、学生不爱学的尴尬境地。
本文试图以“读”作为文言文教学的切入点,探讨文言文阅读教学的有效策略。全文拟分三章,第一章从文言文的人文性、审美性、工具性三方面阐述文言文阅读对于中学生的重要意义。第二章以列表调查的形式了解当下文言文的教学现状。在调查研究的基础上分析中学文言文教学的问题所在。第三章提出文言文阅读教学实施策略——初读策略、研读策略、读评策略。初读策略强调整体感知课文的重要性,培养学生良好的文言阅读语感。研读策略充分发掘文言文“文”的审美价值,对文本进行鉴赏品评,拓展学生的文言阅读视野。读评策略指导学生进行圈点批注,随时记录阅读感受。文言文阅读教学实施策略,旨在帮助学生掌握文言文阅读和鉴赏的方法,培养学生的自读兴趣和品读能力,为学生独立阅读古代优秀文学作品做充分的准备。
Classical Chinese language teaching middle school teaching is an important component of the students by reading classical Chinese can understand the spirit of national history and culture, the aesthetic interest to form a good and sound character, comprehensively improve the quality of language. Classical Chinese reading for students of very important significance.
However, the classical Chinese teaching situation is a cause for concern. Classical Chinese context because of the deficiencies, students read classical Chinese works a lot of obstacles to understanding and appreciation of secondary school students to read classical Chinese are at the initial stage, the syllabus for teaching classical Chinese demand is relatively low, can "read the simple classical Chinese" can be, classical Chinese test Mainly in translation, dictation Zici Ju, with the focus on classical Chinese appreciation of the problems minimal. A significant proportion of teachers are teaching to the test as a baton, so wrong to classical Chinese teaching defined as "the implementation of every word, sentence clear" terms of teaching, completely ignored the classical Chinese as the "text" of great aesthetic value. Classical Chinese students can not appreciate the wonders of Wen-Bi, the style of the United States, interest in learning gradually disappear. The relegation of teaching classical Chinese teachers do not love teaching, students do not like to study the embarrassing position.
This article attempts to "read" as the entry point for teaching classical Chinese, classical Chinese explore effective strategies for teaching reading. The full text of the proposed sub-three chapters, the first chapter from the classical Chinese Humanism, aesthetic, tools of the three areas for students to read classical Chinese writings on the significance. Chapter 2 to investigate the list in the form of classical Chinese understanding of the current status of teaching. In the investigation on the basis of classical Chinese teaching in secondary schools where the problem lies. Chapter III to read classical Chinese teaching implementation strategy - the first reading strategies, reading strategies, reading assessment strategies. The first reading of the overall strategy stressed the importance of perception texts, students cultivate a good sense of the phrase to read classical Chinese. Read classical Chinese strategy to maximize the "text" of the aesthetic value of the text Appreciation evaluation, expanding horizons of students to read classical Chinese. Reading assessment strategy guide students Quandian endorsement, at any time record reading experience. Read classical Chinese teaching implementation strategy, designed to help students master reading and appreciation of classical Chinese methods, training of students interested in the reading materials and reading ability, independent reading for students of outstanding literary works of ancient My prepared to do.
引文
[1]岱年、方立克主编:《中国文化概论》,北京师范大学出版社,1994年版,第85页。
[1]陈少华:《新编人格心理学》,暨南大学出版社,2004年版,第5页。
[2]戴木才:《健康人格导论》,辽宁教育出版社,1992年版,第186页。
[1]石敏:《中学文言文教学的文化意义及其教改设想》,2002年,第11页。
[1]朱世英、方遒:《中国散文学通论》安徽教育出版社,1995年12月,第1050页。
[1]朱世英、方遒:《中国散文学通论》安徽教育出版社,1995年12月,第576页。
[1]朱世英、方道.中国散文学通论[M]安徽教育出版社,1995.12
[2]王晓辉等.新课程语文教育怎样改革[M]四川大学出版社,2003
[3]郭邵虞.中国历代文论选[M]上海古籍出版社,1980.6
[4]王运熙.顾易生《中国文学批评史》[M]上海古籍出版社,1985.7
[5]古代文学理论研究编委会.古代文学理论研究[M]上海古籍出版社,1981.10
[6]宋子然.中国古书校读法[M]四川出版集团,2004.8
[7]吴孟夏.桐城文派论述[M]安徽教育出版社,2001.7
[8]安徽社会科学研究院.桐城派研究论文选[M]黄山书社
[9]韩兆琦.唐宋八大家名篇赏析[M]北京十月文艺出版社,1987
[10]周庆源,于源溟.诵读法的历史演化和现时解读[J]中国教育学刊,2004,(10):10
[11]高蕾.浅谈“语文素养”[J]吉林教育科学院学报,2006,(2):22
[12]朱赞扬.中学文言文自学指导的建议[J]四川教育学院学报,2005,(12):21
[13]李显卿.中国文人文学与文化精神[J]渤海大学学报,2004,(7):26
[14]焦翠霞.高中文言文教学状况的调研和对策思考[J]2006,12
[1]陈少华:《新编人格心理学》,暨南大学出版社,2004年版,第5页。
[2]戴木才:《健康人格导论》,辽宁教育出版社,1992年版,第186页。
[1]石敏:《中学文言文教学的文化意义及其教改设想》,2002年,第11页。
[1]朱世英、方遒:《中国散文学通论》安徽教育出版社,1995年12月,第1050页。
[1]朱世英、方遒:《中国散文学通论》安徽教育出版社,1995年12月,第576页。
[1]朱世英、方道.中国散文学通论[M]安徽教育出版社,1995.12
[2]王晓辉等.新课程语文教育怎样改革[M]四川大学出版社,2003
[3]郭邵虞.中国历代文论选[M]上海古籍出版社,1980.6
[4]王运熙.顾易生《中国文学批评史》[M]上海古籍出版社,1985.7
[5]古代文学理论研究编委会.古代文学理论研究[M]上海古籍出版社,1981.10
[6]宋子然.中国古书校读法[M]四川出版集团,2004.8
[7]吴孟夏.桐城文派论述[M]安徽教育出版社,2001.7
[8]安徽社会科学研究院.桐城派研究论文选[M]黄山书社
[9]韩兆琦.唐宋八大家名篇赏析[M]北京十月文艺出版社,1987
[10]周庆源,于源溟.诵读法的历史演化和现时解读[J]中国教育学刊,2004,(10):10
[11]高蕾.浅谈“语文素养”[J]吉林教育科学院学报,2006,(2):22
[12]朱赞扬.中学文言文自学指导的建议[J]四川教育学院学报,2005,(12):21
[13]李显卿.中国文人文学与文化精神[J]渤海大学学报,2004,(7):26
[14]焦翠霞.高中文言文教学状况的调研和对策思考[J]2006,12