文学作品是用形象来反映生活的,它描繪的主要对象是人。过去我們对于这些沒有完全理解,因此就丢开形象,抓住一詞一句借題发挥,或是进行空洞的說教。以后懂得了分析文学作品应从分析人物形象,向学生貫彻思想教育,但又把作品中的“人”理解为抽象的人,而不看做現实生活中的具体的人。往往在粗淺地看了一下課文后,就主观地用公式、概念去套人物的性格特征,忽視人物丰富生动的形象。在教学中,习慣地用兩种方法去分析人物:从作品里挑出一些材料,要求儿童接受教者所主观規定下的概念,或指导儿童用这个概念,还原到作品里所描繪的一些材料中去。至于被認为与公式、概念无关的其他許多詞句,就完全在不要妨碍“重点突出”的理由下被毫不吝异地捨弃?Y果, Literary works use images to reflect life. The main object it depicts is people. In the past, we did not fully understand these things, so we lost our image, seized a word to borrow, or made empty preaching. After analyzing the literary works, we should analyze the character images and carry out the ideological education to the students. However, we should understand the “human” in the works as the abstract person instead of the concrete person in the real life. After often reading the text in superficial manner, it subjectively uses the formula and concept to describe the characters' personalities and ignore the rich and vivid characters. In teaching, people often use two methods to analyze people: selecting some materials from the works, asking them to accept the subjective concept of the teacher or guiding the children to use the concept to restore some of the works depicted Material to go. As for many other words which are not considered to be related to formulas and concepts, they are completely renounced altogether without prejudice to “highlighting”