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黄伯(北京市): 高中文学教学大纲“说明”对注解的作用作了比较恰当的估计。例如,“说明”谈到,古典文学作品,文字比较艰深难懂,教师应指导学生作好预习。“学生的预习,主要是参照注解了解作品的词句的意义,掌握作品内容的大意,为课堂教学作好准备。”接着还谈到在授课时,教师应检查学生的预习情况,“如果学生对某些词句还不能很好地了解,教师就应该解释这些词句。如果学生了解了词句,但还不能把句子连贯起来了解全文的意思,教师就应该向他们逐段讲解。只有在学生了解了作品全文以后,才可以进行分析。”这些估计是比较实际的。
Huang Bo (Beijing): The Notes for High School Literary Syllabus made a more appropriate estimation of the role of annotations. For example, the “Instructions” mentioned that classical literary works, the text is more difficult to understand, teachers should guide students to make a preview. “The students ’preview is mainly based on the meaning of the words and phrases of the works, the grasping of the content of the works and the preparation for the classroom teaching.” Then it goes on to say that teachers should check the students’ previewing situation when teaching, “If the students Some words are not well understood, teachers should explain these words .If the students understand the words, but can not coherent sentences to understand the meaning of the full text, teachers should explain to them paragraph by paragraph .Only when the students understand the work The full text can be analyzed. ”These estimates are more realistic.