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有好几位中举语文教师同我谈到中学修辞教学问题,他们说中字语法教学从词教到复句颇为系统。而修辞知识则只有十来个辞格、若干词语的褒贬色彩和若干句式的变换,支离破碎,广大学生感到很不满足。回顾去年春天,上海市教育局长杭苇同志在华东修辞学会召开的《开创语言学和修辞学新局面学术座谈会》上建议:“修辞学会帮助中小学教师重视研究修辞学,以便通过教学使学生重视修辞的学习。”当时,我代表学会接受了
There are several Chinese teachers of Chinese language who talked with me about the rhetoric teaching in middle schools. They said that Chinese grammar teaching is quite systematic from the word teaching to the complex sentence. However, the rhetoric of knowledge only has a dozen words of speech, a number of words and deeds, and a number of sentence transformations. They are fragmented and the majority of students feel very unsatisfied. In retrospect last spring, Comrade Hang Yin, the director of the Shanghai Municipal Education Commission, proposed at the Academic Forum on the New Situation of Linguistics and Rhetoric Held by the Rhetoric Society of East China: “The Rhetoric Society helps primary and secondary school teachers attach importance to rhetoric in order to make students through teaching. Pay attention to rhetorical learning." At that time, I learned to accept it.