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初中语文新教材中的“汉语知识”,基本上反映了四十年来现代汉语研究的成果。本文不道其长,只说其短,是谓“吹毛求疵”. 求疵一:顺序安排欠当。对合成词的构成方式的理解,应该是建立在对词性的认识基础上的,比如区别支配式和补充式,就必须从前后两个词的词性上去理解它们的关系,不然就无法说清楚。我们在教学实践中感到这个问题最令人头痛,你先讲词性吧,学生手中无教材,因为课本把“词的构成方式”放在第一册,把“词性”放在第二册。你不讲词性吧,学生又很难理解词的构成方式。刚跨入初中的学生,他们对词性的认识几乎还是一无所知的,怎么能一下就跳到对合成词的构成方式的理解上去呢?因此,不能按大学教材《现代汉语》的体例来安排初中语文“汉语知识”的顺序,要“因人制宜”.
The “Chinese Knowledge” in the junior high school Chinese new text basically reflects the achievements of modern Chinese studies in the past 40 years. This article does not matter how long, just say it short, is that “picky”. The composing of composing words should be based on the cognition of the part of speech. For example, if we distinguish the dominant and the supplementary, we must understand the relationship between the two parts of speech before and after, otherwise we can not make it clear. We feel that this problem in teaching practice is the most troubling. When you start with the part of speech, you have no textbooks in your hands because the textbook puts “the formation of words” in Book One and the “part of speech” in Book Two. You do not speak part of speech, it is difficult for students to understand the composition of the word. Just entering junior high school students, their knowledge of part of speech is still almost unknown, how can jump to compose the composition of words to understand it? Therefore, can not university textbook “modern Chinese” approach Arrange the junior high school Chinese “Chinese knowledge” in the order, “should be based on the system.”