本文關(guān)鍵詞： 高中 文言文教學(xué) 比較法 應(yīng)用　出處：《哈爾濱師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：高中語文教材收錄了豐富的優(yōu)秀文言文作品,這些優(yōu)秀文言文作品作為我國古典文化的精華具有極為豐厚的精神內(nèi)涵。然而,當(dāng)前高中生文言文的學(xué)習(xí)現(xiàn)狀以及教師教授文言文閱讀的方式方法都存在著這樣或那樣的問題。在多種因素的共同影響下,高中文言文的教與學(xué)形成了一種固定的模式。教師教法呆板單一,學(xué)生學(xué)習(xí)興趣不足,無法發(fā)揮文言文弘揚中國古典文化的傳承作用。2003年《普通高中語文課程標(biāo)準(zhǔn)(實驗)》中提出明確要求:“文言文閱讀教學(xué)應(yīng)該做到‘言’與‘文’并駕齊驅(qū),在掌握文言知識的基礎(chǔ)上還要進一步的掌握文本的內(nèi)涵,領(lǐng)會文本的文化意蘊”。[1]可是,因為部分教師對語文的工具性與人文性的把握不準(zhǔn),一篇文言文的講授主要都放在實詞、虛詞、詞類活用、通假字等語法句式的分析上,把一篇文質(zhì)兼美的文言文硬生生的肢解了。正是因為這些教師的教學(xué)方法的使用不當(dāng),直接的影響了現(xiàn)今高中生對文言文學(xué)習(xí)的興趣�；谝陨蠈Ξ�(dāng)前高中文言文教學(xué)教法與學(xué)法的綜合分析,為了更好地實現(xiàn)新課標(biāo)對文言文教學(xué)的要求,筆者將比較閱讀的方法引入高中文言文閱讀教學(xué)中,能夠很好的解決當(dāng)前存在的這些問題。本論文共分為四個部分,對比較閱讀在高中文言文教學(xué)中的應(yīng)用進行探討。第一部分緒論,簡單的介紹了本文的選題背景、研究的概況與論題提出的意義。第二部分主要敘述了對比較閱讀教學(xué)法的內(nèi)涵界定、比較閱讀法提出的理論依據(jù)。旨在為后文比較閱讀在高中文言文閱讀教學(xué)中的應(yīng)用提供理論支撐和理論依據(jù)。第三部分主要論述了高中文言文教學(xué)現(xiàn)狀與問題反思。存在問題的分析主要來自哈爾濱市第九中學(xué)220名高中生文言文閱讀情況的問卷調(diào)查,學(xué)生在高考指揮棒的指引下機械的學(xué)習(xí)文言文、教師教法傳統(tǒng)單一、學(xué)生學(xué)習(xí)文言文興趣低下、忽略文言文文本的內(nèi)涵肢解文言文的文化意蘊等,當(dāng)前高中文言文閱讀教學(xué)面臨著種種問題。究其原因:“工具性”和“人文性”的教學(xué)思想在文言文閱讀教學(xué)實踐中脫節(jié);教師的教學(xué)方法陳舊,仍停留在文言知識的教學(xué)上;高考應(yīng)試考試的環(huán)境也造就了教學(xué)重視分數(shù)的功利性;豐富的文言文內(nèi)涵被硬生生的肢解。對存在問題的分析與反思為后文實施策略的提出奠定了現(xiàn)實基礎(chǔ)。第四部分是對比較閱讀法在高中文言文閱讀教學(xué)中的應(yīng)用及策略探究。結(jié)合筆者僅有的教學(xué)實踐經(jīng)驗,在一線教育實習(xí)的過程中自己的指導(dǎo)教師在講授文言文《荊軻刺秦王》的過程中,將課外文言文閱讀《刺客豫讓》引進了課內(nèi)文言文閱讀教學(xué)。在這種比較閱讀教學(xué)的機制下,教師從根本上改變了教學(xué)模式的單一、學(xué)生增進了文言文的學(xué)習(xí)興趣、達到了真正意義上的“言文”并重。并依此總結(jié)了文言文的比較方法及比較原則。
[Abstract]:Senior high school Chinese textbook contains a wealth of excellent classical Chinese works, these excellent classical works as the essence of Chinese classical culture has extremely rich spiritual connotation. However, the current situation of classical Chinese learning methods and teachers in current high school students in classical Chinese reading all the way there is this or that problem. The combined effect of many under the classical Chinese teaching and learning in senior high schools has formed a fixed pattern. The teachers rigid single, students lack of interest in learning, can not play classical Chinese classical cultural heritage to carry forward the Chinese function.2003 < ordinary high school language curriculum standard (Experiment) "made clear requirements: classical Chinese reading teaching should be do the" words "and" culture "based on mastering the basic knowledge of classical Chinese racing together bridle to bridle, on further grasp the connotation of the text, understand the cultural meaning" text.[1] but because of Teachers of Chinese language tool and humanities are not allowed to grasp, a classical Chinese teaching mainly on content words, function words, lexical category analysis application, tongjiazi grammar sentence, a text quality and beauty of classical Chinese abruptly dismembered. It is because of the improper use of these teaching methods of teachers the direct impact of the study of classical Chinese in senior high school students' interest. Based on the above comprehensive analysis of classical Chinese teaching in high school teaching and learning methods at present, in order to better achieve the requirements of the new curriculum for the classical Chinese teaching, the author will introduce the method of comparative reading of high school Chinese reading teaching, it is a good solution the existence of these problems. This paper is divided into four parts, discusses the application of comparative reading in classical Chinese teaching in senior high school. The first part is the introduction, briefly introduces the research background, research situation With the topic the significance. The second part mainly described the definition of comparative reading teaching method, comparative reading method is put forward. The theoretical basis for the comparison to reading in high school Chinese reading teaching to provide theoretical support and theoretical basis. The third part mainly discusses the problem of reflection and the present situation of classical Chinese teaching high school a questionnaire analysis of the existing problems mainly from reading classical Chinese 220 Harbin ninth senior high school students, students learning classical mechanical command bar under the guidance of teachers teaching in the college entrance examination, the traditional single, students learning classical interest is low, ignore the classical Chinese text, the connotation of classical cultural implication dismembered. The current high school Chinese reading teaching is faced with various problems. The reason: "tools" and "humanism" teaching thought and practice of teaching reading in classical Chinese Section; the teacher's teaching method is obsolete, still remain in the classical Chinese knowledge teaching; college entrance examination examination environment created scores of the utility value of the classical Chinese teaching; the rich connotation was abruptly dismembered. Analysis and Introspection on the problems for the implementation of the strategy to lay the foundation of reality. The fourth part the method of comparative reading in high school Chinese reading strategies and application in inquiry teaching. Only with teaching practice experience of the author, in the process of the first educational practice in their teachers in the process of teaching classical Chinese "Jing Ke pricks Qin Wang > in extracurricular reading classical Chinese" introduced in class yurang > Assassin classical Chinese reading teaching. In this comparison mechanism of reading teaching, the teachers change the teaching mode from a single root, students enhance the classical learning interest, to achieve a real sense of "language" and This is a summary of the comparative methods and comparison principles of classical Chinese.

【學(xué)位授予單位】：哈爾濱師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

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相關(guān)期刊論文 前1條

1 孫淑芳;比較閱讀在語文教學(xué)中的運用[J];教育實踐與研究;2002年10期

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本文編號：1549309