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早在六十年代初期,语言学家王力同志就指出:“‘咬文嚼字’,原是用于贬义的,但是我想把它用于褒义,在语文教学中,应当咬文嚼字,要一字不苟地讲给学生听。为什么学生会写错别字,会念错别字,会用词不当呢?主要是由于不肯咬文嚼字,而老师们也很少引导他们去咬文嚼字……”(原载一九六一年十二月四日《文汇报》)怎样引导学生咬文嚼字呢?我在教学实践中归纳了以下几点。(一)讲清词素,建字推敲。我曾问一个学生:“‘优异’怎样解释?”他回答说:“很优良,非常优良。”我又问:“‘奇异’怎样解释?”他回答说:“很奇怪,非常奇
As early as the early 1960s, linguist Wang Li pointed out: “The word” chew “was originally used for derogatory purposes, but I would like to use it for compliments. In Chinese teaching, I should be biting the word, Speaking to students, why do students write typos, misspellings, misuse words? Mainly because they refuse to chew and the teachers seldom guide them to chew and cheat ... ”(Originally published in 1961 “Wen Wei Po” on the 4th) How to guide students to chew words? I summarized in the teaching practice the following points. (A) to clarify morphemes, build scrutiny. I once asked a student, “How can ’goodness’ be explained?” He replied: “Very good, very good.” And I asked again: “How does the ’bizarre’ explain?” He replied: "It’s weird, weird