论文部分内容阅读
2011版语文新课程标准明确了语文课程的核心目标和内容,即学习语言文字运用。如何落实这一目标,学者李维鼎先生在《语文言意论》中指出:要在落实运用语言文字的活动中实施语用教学。由此可以知道,语言的学习必须基于言语活动才能得以开展。根据语用学的理念,言语教学活动要实现两步转化:言语发现和言语表现。言语发现即言语提取力、辨析力、欣赏力、想象力等,而言语表现则指以言表意,对言语材料进行运用和创生等。两者之间的跨越,有赖于互相融合转化,实现言语智能的提升,获得语用能力。现结合课例,谈谈从“言语发现”到“言语表现”的跨越。
2011 version of the new Chinese language curriculum standard defines the core objectives and content of the Chinese curriculum, that is, learning the use of language. How to implement this goal, the scholar Mr. Li Weiding pointed out in his “Speech Theory of Language” that it is necessary to implement pragmatic teaching in the implementation of activities that use words and phrases. From this we can see that language learning must be based on speech activities can be carried out. According to the pragmatics philosophy, the teaching of speech must achieve two-step transformation: speech discovery and speech expression. Speech discovery refers to the power of verbal abstraction, discrimination, appreciation, imagination, etc. Speech performance refers to the use of speech materials and creation of speech. The leap forward between the two depends on the integration and transformation of each other to achieve the promotion of speech intelligence and acquire pragmatic competence. Now with the lesson, talk about “speech discovery ” to “speech performance ” leapfrog.