【摘要】：文言文是語文教學(xué)的重中之重,也是學(xué)生學(xué)習(xí)的難點(diǎn)。由于文言文距今時(shí)代久遠(yuǎn),早已沒有了語言環(huán)境,加之文言文的詞法、句法繁雜,有的讀起來艱澀難懂,這些對(duì)于中學(xué)生而言都有一定的難度。而成語也多是從古代流傳下來的,汲取了中華民族優(yōu)秀的養(yǎng)料,記錄了中華民族勞動(dòng)人民勤勞的智慧。因?yàn)榻Y(jié)構(gòu)形式固定,內(nèi)容豐富,寓意深刻,朗朗上口而得以流傳,無論是運(yùn)用于書面語還是口頭交流,成語都發(fā)揮著它極大的魅力。成語多是來自于神話傳說,民間寓言,來自于古典詩詞歌賦中,大部分成語至今仍保留著古代漢語中的詞義和句法。這其實(shí)就啟發(fā)我們可以將成語與文言文的教學(xué)相結(jié)合,同時(shí),運(yùn)用遷移的理念,邊學(xué)習(xí)文言文邊吸取古代文化的精髓,學(xué)生通過掌握更多的文言知識(shí),可以自學(xué)更多的成語,二者相輔相成。做到真正理解文章的寫作用意,體會(huì)思想文化的內(nèi)涵,而不是流于表面學(xué)習(xí)文言文,簡單的翻譯課文。更是要讓學(xué)生學(xué)會(huì)一種方法,懂得閱讀和理解古文的規(guī)律。所以教師應(yīng)該幫助學(xué)生改變觀點(diǎn),從適應(yīng)文言文的環(huán)境過渡到對(duì)文言文,對(duì)傳統(tǒng)文化的熱愛,充分的調(diào)動(dòng)學(xué)生的積極性和學(xué)習(xí)興趣。文本從以下幾個(gè)方面闡述:緒論部分對(duì)成語的定義,成語研究的方面以及成語教學(xué)研究的研究現(xiàn)狀進(jìn)行概括并且闡述了本文的研究價(jià)值和研究意義。第一章對(duì)成語與文言文結(jié)合教授詞類活用的分析,運(yùn)用實(shí)例進(jìn)行分析。第二章漢語成語與文言文古今詞義訓(xùn)釋,從古今意義完全相同、完全不同、既有區(qū)別又有聯(lián)系的角度來分析文言文和成語。第三章漢語成語與文言文修辭。從借代、比喻、夸張、對(duì)偶、頂真、比擬等方面將成語與文言文比較進(jìn)行教學(xué)。第四章第四章是古代漢語句式。文言文的句式其實(shí)在成語中也有體現(xiàn),兩者進(jìn)行比較幫助學(xué)生理解。第五章是根據(jù)歷年來高考重點(diǎn)的實(shí)詞與成語結(jié)合學(xué)習(xí)。從多個(gè)層面將文言文和成語進(jìn)行類比分析,進(jìn)而總結(jié)文言規(guī)律,方便學(xué)生理解和識(shí)記。第六章是漢語成語與文言文語言教學(xué)的實(shí)施建議。提出教師要樹立將成語與文言文結(jié)合教學(xué)的意識(shí)以及采取教學(xué)的措施和方法。
[Abstract]:Classical Chinese is the most important part of Chinese teaching and a difficult point for students to learn. Due to the ancient times, there has been no language environment, coupled with the lexical style of classical Chinese, syntactic complexity, some difficult to read, these for middle school students have a certain degree of difficulty. The idioms are also passed down from ancient times, absorbing the excellent nourishment of the Chinese nation and recording the industrious wisdom of the working people of the Chinese nation. Because the structure form is fixed, the content is rich, the meaning is profound, the long mouth is able to spread, whether it is used in written language or oral communication, idioms play its great charm. Most of the idioms come from myths and legends, folk fables, from classical poems and poems, and most of the idioms still retain the meaning and syntax of ancient Chinese. This actually inspired us to combine idioms with the teaching of classical Chinese, and at the same time, using the concept of transfer, learning the essence of ancient Chinese while absorbing the essence of ancient culture, students can learn more idioms by mastering more knowledge of classical Chinese. The two complement each other. We should understand the meaning of writing and understand the connotation of ideology and culture, instead of simply translating the text through superficial study of classical Chinese. It is necessary for students to learn a way to read and understand the laws of ancient prose. Therefore, teachers should help students change their views from adapting to the environment of classical Chinese to the love of classical Chinese and traditional culture, and fully arouse students' enthusiasm and interest in learning. The text expounds from the following aspects: the introduction part summarizes the definition of idiom, the research aspect of idiom research and the present situation of idiom teaching research, and expounds the research value and significance of this paper. The first chapter analyzes the combination of idioms and classical Chinese. The second chapter analyzes classical Chinese idioms and idioms from the perspective of ancient and modern Chinese idioms and ancient Chinese idioms. Chapter three: Chinese idioms and classical Chinese rhetoric. The comparison of idioms with classical Chinese is carried out in the following aspects: metonymy, metaphor, exaggeration, duality, truthfulness, analogy and so on. The fourth chapter is the ancient Chinese sentence pattern. The sentence structure of classical Chinese is also reflected in idioms. The fifth chapter is based on the key aspects of the college entrance examination over the years and idioms combined learning. The classical Chinese and idioms are analyzed by analogy from different levels, and the rules of classical Chinese are summarized to facilitate students' understanding and memorization. The sixth chapter is the implementation suggestion of Chinese idiom and classical Chinese language teaching. Teachers should set up the consciousness of combining idioms with classical Chinese and adopt teaching measures and methods.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.3

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