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目前,中学语文教学中修辞教学的状况不能令人满意。主要表现是“四旧”: 一、教学指导思想旧指导思想,既指中学《语文教学大纲》制定的指导思想,也指教师的指导思想,从目前来看,这两方面的指导思想都比较旧,它反映在: 陈旧的内容要求——长期来,中学语文界一直是这样理解的:修辞格就是修辞,修辞教学的任务就是讲修辞格,主要的修辞格讲完了,修辞教学的任务便算完成了。这种片面的看法,使修辞教学的内容变得十分狭隘、贫乏,似乎除了十几种修辞格外,再无其它内容可讲了。在这种片面理解的指导下,修辞教学就是翻来覆去地讲“比喻”、“拟人”、“夸张”等修辞方式,而词语的锤炼,句
At present, the status of rhetorical teaching in Chinese teaching in middle schools is not satisfactory. The main performance is “four olds”: First, the old guiding ideology of teaching and guiding ideology refers not only to the guiding ideology formulated in the “Chinese Syllabus” for middle schools, but also to the guiding ideology of teachers. From the current point of view, these two aspects of the guiding ideology are comparable. The old, it is reflected in: Old content requirements - for a long time, the language circle in middle schools has always understood this way: the rhetorical figure is rhetoric, the task of rhetoric teaching is to speak rhetoric, the main rhetoric is finished, the task of rhetoric teaching The calculation is complete. This kind of one-sided view makes the content of rhetoric teaching very narrow and poor. It seems that there is no other content except ten kinds of rhetoric. Under this kind of one-sided understanding, rhetorical teaching is about rhetoric, such as metaphor, anthropomorphism, and exaggeration.