断句能力的高低,是文言文阅读能力的重要标志。提高断句能力,需要适当做些断句训练来增进积累、掌握要领。问题在于,怎样训练才比较适当,什么样的训练材料才比较适度。常见的训练材料,不是从学过的课文中抽取一段抹去标点,就是从陌生的材料里搬来一块构成白文,这样训练,或是离不开机械的记忆,或是总有点猜谜的性质,对于多数学生而言,很难说是适当的。那么,有没有这样的训练材料:内容是同学们比较熟悉的,而语言却介于“熟”与“生”之间——因为比较“熟”,不难调动已有的积累来思考、推断;又因为毕竟“生”,不是单凭记忆能解决的,总得开动脑筋想一想——这样训练,是不是适当得多、有效得多? 笔者作了这样的尝试:对部分文言课文进行缩写、缩略、改写,或针对有的课文自撰“古文”,得出这样一些“半生半熟”的材料(白文),酌情穿插在教学进程中让学生标点,促使学生掌握断句要领,增进知识积累,逐步培养语感,以期全面提高文 The ability to break sentences is an important indicator of the ability to read classical Chinese. To improve the sentence-breaking ability, it is necessary to do some break-phrase training to promote accumulation and master essentials. The problem is how to train properly and what kind of training materials are more appropriate. The common training material is not to extract a piece of erased punctuation from the learned text, or to move it from a strange material to form a white text. Such training is either inseparable from mechanical memory or the nature of a quiz. For most students, it is hard to say that it is appropriate. So, is there such a training material: the content is familiar to the students, but the language is between the “familiar” and the “beginner” - because it is more “familiar”, it is not difficult to mobilize the existing accumulation to think, infer And because after all, “birth” is not resolved by memory alone, we must use our brains to think about it - is this training more appropriate and effective? The author made an attempt to abbreviate some classical Chinese texts. , abbreviation, rewriting, or self-editing of ancient texts for some texts, to draw such “half-baked” materials (white text), interspersed with punctuation in the teaching process as appropriate, prompting students to master break sentences and enhance knowledge accumulation. , gradually cultivate language sense, with a view to comprehensively improve the text