串讲古文,大多按句子先后顺序进行。单一地执于这个教法,教某些作品就收效不大。韩愈的《师说》中:“句读之不知,惑之不解,或师焉,或不焉,小学而大遗,吾未见其明也。”要是按分句的先后讲或口头直译,学生还是不大懂。有的教学资料,对这句的字词注解详尽,译写也细,可就是不分析分句间关系。教过后,学生只知其意思的大概,对分句间的关联却不清楚。甚至有人误解,认为“钩章棘句,奇僻艰涩”。探索不免费事。我是这样教的:先把这一句的各分句用数字编出号码,在黑板上只板书六个号码。指出,第一分句“句读之不知”用第三分句“或师焉”跟上,第二分句“惑之不解”用第四分句“或不焉”衔接。这四个 Talk about classical Chinese, mostly by sentence order. A single practice in this teaching, teaching some works to little effect. Han Yu’s “teacher said”: “I do not know the sentence to read, puzzled, or teacher Yan, or Yan Yan, the primary and the big left, I did not see the Ming also.” If the clauses speak or oral literal translation , Students still do not understand. Some teaching materials, detailed explanation of the terms of this sentence, the translation is also small, but does not analyze the relationship between the clauses. After teaching, students only know the meaning of the general, the relationship between the clauses is not clear. Some people even misunderstand, that “stingy, strange and secluded”. Exploration is not free. I teach this: the first sentence of each clause number numbers, blackboard board only six numbers. Pointed out that the first clause of the sentence “I do not know ” to use the third clause “or teacher Yan ” to keep up with the second clause “puzzled ” with the fourth clause “or not ”Convergence. These four