高中文言文文體教學(xué)研究
發(fā)布時間：2018-07-22 13:40
【摘要】：文言文顧名思義既有文又有言,因此是文言并重。但在現(xiàn)實中的文言文教學(xué)中,無論是初中文言文教學(xué)還是高中文言文教學(xué),對言的傾向度大于文的傾向度。教師在教授文言文時,往往以串講字詞、講解句式、文章翻譯為主,而文講解較少。文言文的“文”是文章的“文”,每一種文章有對應(yīng)的體裁,每種體裁都有自己固有的文體特征。在文言文教學(xué)中,我們可以運用文體的特征去教。其實文體教學(xué),在現(xiàn)代文教學(xué)中早已使用,只是我們沒有把文體教學(xué)運用到文言文教學(xué)中。在現(xiàn)代文中,我們講議論文時,一般從議論文的文體結(jié)構(gòu)入手,這篇文章立論是什么、論點是從哪個地方切入、論據(jù)有哪些、怎樣論證;記敘文主要包括:敘述的時間、順序、人物、事件、感悟等;在講到說明文時,主要包括說明的對象、說明對象的特征、說明文的語言、說明的順序等。文言文和現(xiàn)代文一樣都是文章,現(xiàn)代文可以運用文體教學(xué),文言文一樣可以運用文體教學(xué)。要想在文言文教學(xué)中引入文體教學(xué),需要教師對文言文文體知識有一個系統(tǒng)的了解,而不僅僅是知道高中語文教材中的文言文文體。因為,從有文字記錄時,文應(yīng)運而生,到新文化運動,已有大約三千年的歷史。在這漫長的時間里,隨著朝代的更替、社會的每一次變革文體都會隨之發(fā)生相應(yīng)的變化,印有當(dāng)時社會特有的烙印。因此,文言文文體知識,教師要熟記于胸,胸中有“體”才能靈活的運用到教學(xué)中。本論文主要是研究高中文言文文體教學(xué),對高中語文教材中文言文涉及的文體種類、每種文體的分布有了一個系統(tǒng)的梳理。以章必功的《文體史話》中對古代文體的分類為依據(jù),從梳理中發(fā)現(xiàn)高中文言文文體主要包括三大類:散文、賦、語錄體;在散文中又分為論說文、序跋文、傳狀文、雜記文、公牘文;進一步又可以分出序跋文中的宴記之序、傳狀文中的傳記文、雜記文中的山水游記、公牘文中的表。通過對這些文體具有的基本特征梳理過程中發(fā)現(xiàn)存在兩種情況:一種情況是同一文體在一個單元里(《廉頗藺相如列傳》、《蘇武傳》、《張衡傳》都在教科書的第四冊的第四單元),另一種情況是同一種文體分布在不同的位置(《蘭亭集序》和《滕王閣序》分別在教科書的第二冊的第三單元和第五冊的第二單元)。文體特征不同,分布位置不同,教學(xué)策略與之相呼應(yīng)。位置較分散的文體可以通過整合到一起進行教學(xué),而較集中的則可以把教與練相結(jié)合來進行教學(xué)。希望通過真和與集中能夠形成文言文文體學(xué)習(xí)系統(tǒng),能夠觸類旁通。文言文文體教學(xué),并不是把“文”和“言”分開,而是為了達到“言”、“文”的完美結(jié)合,使“言”、“文”雙劍合璧,提高文言文教學(xué)效率。
[Abstract]:Classical Chinese, as its name implies, has both text and speech, so it pays equal attention to classical Chinese. However, in the practical teaching of classical Chinese, whether in junior high school classical Chinese teaching or senior high school classical Chinese teaching, the tendency of speech is greater than that of text. When teaching classical Chinese, teachers often use string words, explain sentence structure, translation of articles, but less explanation. The article of classical Chinese is the text of the article, each article has its own style, and each genre has its own stylistic characteristics. In classical Chinese teaching, we can use the stylistic features to teach. In fact, stylistic teaching has long been used in modern Chinese teaching, but we have not applied stylistic teaching to classical Chinese teaching. In modern prose, when we talk about argumentative papers, we generally start with the stylistic structure of argumentative papers. What is the argument of this article? where does the argument come from, what are the arguments and how to prove them; the narrative mainly includes: the time and order of the narration. Characters, events, feelings, etc. When it comes to the written text, it mainly includes the object of explanation, the characteristics of the object, the language of the narration, the order of explanation, etc. Classical Chinese and modern Chinese are all articles, modern Chinese can use stylistic teaching, classical Chinese can also use stylistic teaching. To introduce stylistic teaching into the teaching of classical Chinese, teachers need to have a systematic understanding of the stylistic knowledge of classical Chinese, not just the style of classical Chinese in high school Chinese textbooks. Because, from the written record, the text came into being, to the New Culture Movement, has a history of about 3,000 years. In this long time, with the change of the dynasty, the style of each social change will change accordingly, with the special brand of the society printed at that time. Therefore, classical Chinese style knowledge, teachers must memorize in the chest, chest "body" can be flexibly applied to the teaching. This paper mainly studies the style teaching of classical Chinese in senior high school, and systematically combs the types of styles and the distribution of each style in the teaching materials of Chinese in senior high school. Based on the classification of ancient styles in Zhang Bigong's History of Stylistics, it is found that the style of classical Chinese writing in senior high school mainly includes three categories: prose, Fu, quotation style, and in prose, it is divided into three categories: the essay, the preface and postscript, the biography, the miscellaneous inscription. Public slips; further can be divided into preface and postscript in the preface and postscript, biography in the biographical text, miscellaneous notes in the landscape travel notes, public slips in the form. In the process of combing the basic features of these styles, two situations are found: one is that the same style is in one unit (< Lian Po rush, Su Wu Zhuan, < Zhang Heng biography], all of which are in the fourth volume of the textbook. Another situation is that the same style is distributed in different places ("Lanting Collection" and "Teng Wang GE" respectively in the third unit of the second volume of the textbook and the second unit of the fifth volume). With different stylistic features and different distribution, teaching strategies echo them. A more dispersed style can be integrated into teaching, while a more concentrated one can combine teaching with practice. It is hoped that the learning system of classical Chinese style can be formed by truth and centralization. The teaching of classical Chinese style is not to separate "Wen" from "Yan", but to achieve the perfect combination of "Yan" and "Wen", to combine "Yan" and "Wen" and to improve the teaching efficiency of classical Chinese.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3
本文編號：2137645
[Abstract]:Classical Chinese, as its name implies, has both text and speech, so it pays equal attention to classical Chinese. However, in the practical teaching of classical Chinese, whether in junior high school classical Chinese teaching or senior high school classical Chinese teaching, the tendency of speech is greater than that of text. When teaching classical Chinese, teachers often use string words, explain sentence structure, translation of articles, but less explanation. The article of classical Chinese is the text of the article, each article has its own style, and each genre has its own stylistic characteristics. In classical Chinese teaching, we can use the stylistic features to teach. In fact, stylistic teaching has long been used in modern Chinese teaching, but we have not applied stylistic teaching to classical Chinese teaching. In modern prose, when we talk about argumentative papers, we generally start with the stylistic structure of argumentative papers. What is the argument of this article? where does the argument come from, what are the arguments and how to prove them; the narrative mainly includes: the time and order of the narration. Characters, events, feelings, etc. When it comes to the written text, it mainly includes the object of explanation, the characteristics of the object, the language of the narration, the order of explanation, etc. Classical Chinese and modern Chinese are all articles, modern Chinese can use stylistic teaching, classical Chinese can also use stylistic teaching. To introduce stylistic teaching into the teaching of classical Chinese, teachers need to have a systematic understanding of the stylistic knowledge of classical Chinese, not just the style of classical Chinese in high school Chinese textbooks. Because, from the written record, the text came into being, to the New Culture Movement, has a history of about 3,000 years. In this long time, with the change of the dynasty, the style of each social change will change accordingly, with the special brand of the society printed at that time. Therefore, classical Chinese style knowledge, teachers must memorize in the chest, chest "body" can be flexibly applied to the teaching. This paper mainly studies the style teaching of classical Chinese in senior high school, and systematically combs the types of styles and the distribution of each style in the teaching materials of Chinese in senior high school. Based on the classification of ancient styles in Zhang Bigong's History of Stylistics, it is found that the style of classical Chinese writing in senior high school mainly includes three categories: prose, Fu, quotation style, and in prose, it is divided into three categories: the essay, the preface and postscript, the biography, the miscellaneous inscription. Public slips; further can be divided into preface and postscript in the preface and postscript, biography in the biographical text, miscellaneous notes in the landscape travel notes, public slips in the form. In the process of combing the basic features of these styles, two situations are found: one is that the same style is in one unit (< Lian Po rush, Su Wu Zhuan, < Zhang Heng biography], all of which are in the fourth volume of the textbook. Another situation is that the same style is distributed in different places ("Lanting Collection" and "Teng Wang GE" respectively in the third unit of the second volume of the textbook and the second unit of the fifth volume). With different stylistic features and different distribution, teaching strategies echo them. A more dispersed style can be integrated into teaching, while a more concentrated one can combine teaching with practice. It is hoped that the learning system of classical Chinese style can be formed by truth and centralization. The teaching of classical Chinese style is not to separate "Wen" from "Yan", but to achieve the perfect combination of "Yan" and "Wen", to combine "Yan" and "Wen" and to improve the teaching efficiency of classical Chinese.
【學(xué)位授予單位】：河南大學(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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