论文部分内容阅读
文言文的“言”(文章的语言材料,即字词句本身)和“文”(文章蕴含的思想感情、传统文化等人文因素)两方面应该是相辅相成、互相促进的。然而,高中文言文教学的现状不容乐观,主要表现为逐字逐句翻译文章的串讲法、字词句繁琐训练大行其道。这种以“言”为本,严重忽略文章内容和思想的应试式学习,使课堂失去了应有的生气与活力,学生根本无法透过文字符号达到与作者情感相通的境界。有鉴于此,有必要强调中学文言文教学“言”和“文”的和谐融合。关于“言”的学习,应强化梳理,注重有效积累;关于“文”的学习,应细加挖掘,凸显人文价值。
In the classical Chinese language, “language” (the language material of the article, that is, the words and phrases itself) and “Wen ” (the ideological feelings contained in the article and the humanistic factors such as traditional culture) should complement each other and promote each other. However, the status quo of high school Chinese teaching is not optimistic. It is mainly manifested as a string of verbatim translation articles, and the cumbersome training of words and sentences is very popular. This kind of “言” “-based, should ignore the article content and thought-oriented examination-oriented learning, so that the classroom lost its vitality and vitality, the students simply can not reach the realm of emotion with the author through the text symbols. In view of this, it is necessary to emphasize the harmonious integration of the classical Chinese teaching in middle school, ”Yan“ and ”Wen“. On the study of ”words “, we should strengthen the combing, pay attention to the effective accumulation; on ”text " learning, should be added to dig, highlighting the humanistic value.