發(fā)布時(shí)間：2018-05-18 13:25

  本文選題：文言文教學(xué) + 言文結(jié)合　； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：文言文是中華文化的源流和根脈。文言文教學(xué)是中學(xué)語(yǔ)文教學(xué)的重點(diǎn)。一直以來(lái)我們倡導(dǎo)要在文言文教學(xué)中實(shí)現(xiàn)“言文結(jié)合”,卻一直未真正實(shí)現(xiàn)�！把浴薄拔摹本拖袷俏难晕慕虒W(xué)中的左右手,相輔相成,密不可分�！把晕慕Y(jié)合”并不是簡(jiǎn)單的兩者相加,而是要尋找到“言”與“文”兩者之間的關(guān)系和規(guī)律。本文從教學(xué)實(shí)際出發(fā),在論文第一部分對(duì)于現(xiàn)今初中文言文教學(xué)現(xiàn)狀進(jìn)行調(diào)查,同時(shí)對(duì)于“言文結(jié)合”在文言文教學(xué)中的實(shí)際情況做進(jìn)一步的調(diào)查研究,分析得出現(xiàn)今初中的文言文教學(xué)中對(duì)于“言文結(jié)合”的錯(cuò)誤認(rèn)識(shí),并進(jìn)行歸因,得出問(wèn)題產(chǎn)生的原因主要來(lái)緣于教學(xué)思想出現(xiàn)偏差和教學(xué)內(nèi)容的不盡合理。第二部分,重點(diǎn)研究“言文結(jié)合”教學(xué)的價(jià)值。研究分析出文言文的主要文體分類(lèi)為韻文和散文兩大類(lèi)。其中散文又可分為:史傳文、論說(shuō)文、語(yǔ)錄體、山水游記文、人事雜記文和應(yīng)用文六類(lèi)。通過(guò)研究各文體在教材中的分布情況,挖掘每種文體的教學(xué)內(nèi)容,發(fā)現(xiàn)“言文結(jié)合”不僅要處理好“言”“文”兩者關(guān)系,還要考慮到每篇文章的文體教學(xué)特點(diǎn)。第三部分,也是本文的主體部分,選取了具有代表性的教學(xué)課例,對(duì)于初中教材中所占比重最大的四類(lèi)文體進(jìn)行具體的課例研究。課例研究的重點(diǎn)和創(chuàng)新點(diǎn)在于過(guò)程中側(cè)重于教師如何結(jié)合文體特點(diǎn),如何在教學(xué)設(shè)計(jì)和教學(xué)過(guò)程中體現(xiàn)“言文結(jié)合”,最后分類(lèi)得出相關(guān)結(jié)論:論說(shuō)文教學(xué)中要通過(guò)文章語(yǔ)言表達(dá)來(lái)理解作者所論說(shuō)的觀點(diǎn);語(yǔ)錄體教學(xué)中可以在對(duì)話情境中“身臨其境”地學(xué)習(xí)言語(yǔ)詞匯;山水游記教學(xué)中要通過(guò)情景交融的描寫(xiě)來(lái)感知作者的情感世界;人事雜記文教學(xué)中可通過(guò)語(yǔ)言的表達(dá)和細(xì)微的變化中理解人物形象和理清敘事脈絡(luò)。希望通過(guò)本文的研究對(duì)初中的文言文教學(xué)能夠真正實(shí)現(xiàn)“言文結(jié)合”提供幫助和借鑒。
[Abstract]:Classical Chinese is the source and root of Chinese culture. Classical Chinese teaching is the focus of middle school Chinese teaching. We always advocate to realize the combination of speech and text in the teaching of classical Chinese, but we have never really realized it. "Yan" and "Wen" are like the left and right hand in classical Chinese teaching, which complement each other and are inseparable. "combination of speech and text" is not a simple sum of two, but to find out the relationship between "speech" and "text". In the first part of the thesis, the author investigates the present situation of classical Chinese teaching in junior high school, and makes a further investigation and research on the actual situation of "combination of words and articles" in classical Chinese teaching. It is concluded that in the teaching of classical Chinese in junior high school, the misunderstandings of "combination of words and texts" and the attribution of the problem are mainly due to the deviation of teaching thought and the unreasonable teaching content. The second part focuses on the teaching value of the combination of speech and text. The main stylistic classification of classical Chinese is divided into two categories: verse and prose. Among them, prose can be divided into six categories: historical biography, argumentation, quotation, landscape travel notes, personnel essays and practical articles. By studying the distribution of each style in the textbook and digging out the teaching contents of each style, it is found that the combination of speech and text should not only deal with the relationship between the two, but also take into account the characteristics of each article's stylistic teaching. The third part, also is the main part of this article, has selected the representative teaching lesson example, has carried on the concrete lesson case research to the four kinds of styles which occupy the biggest proportion in the junior middle school teaching material. The emphasis and innovation of the case study lies in how teachers combine stylistic features and how to embody the combination of words and texts in the course of teaching design and teaching. Finally, the relevant conclusions are drawn as follows: in the teaching of Shuo Wen, we should understand the author's point of view by expressing the language in the article, and we can learn the speech vocabulary in the context of dialogue in the teaching of quotations. In the teaching of traveling notes of mountains and rivers, the author's emotional world should be perceived through the description of the mixture of feelings and scenery; in the teaching of personal notes, the characters' image and narrative context can be understood through language expression and subtle changes. It is hoped that through the research of this paper, the teaching of classical Chinese in junior high school can truly realize the combination of speech and text.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 翁進(jìn)遷;;初中文言文教學(xué)中的文言結(jié)合[J];文學(xué)教育(下);2016年10期

2 李書(shū)慧;;努力挖掘傳統(tǒng)文化中的語(yǔ)文素養(yǎng)——以《論語(yǔ)》的學(xué)習(xí)為例[J];語(yǔ)文教學(xué)之友;2016年08期

3 王錦旭;;《愛(ài)蓮說(shuō)》教學(xué)設(shè)計(jì)研究[J];語(yǔ)文建設(shè);2016年17期

4 岳國(guó)忠;;正視生命:課堂追問(wèn)的基點(diǎn)——以特級(jí)教師李衛(wèi)東《<論語(yǔ)>十二章》教學(xué)為例[J];教育科學(xué)論壇;2015年21期

5 朱開(kāi)娟;;“言文結(jié)合”讓文言文教學(xué)更實(shí)在[J];中華活頁(yè)文選(教師版);2015年02期

6 陳超;;主題式教學(xué):《論語(yǔ)》的一種有效教法[J];中學(xué)語(yǔ)文教學(xué)參考;2015年Z1期

7 鐘玲娜;;淺談文言文課堂教學(xué)的“關(guān)鍵點(diǎn)”——以《小石潭記》為例[J];山西師范大學(xué)學(xué)報(bào)(自然科學(xué)版);2014年S1期

8 韓明武;;淺談中學(xué)文言文的教與學(xué)[J];現(xiàn)代閱讀(教育版);2013年03期

9 張艷;;如何實(shí)現(xiàn)高中文言文有效教學(xué)[J];新課程(中旬);2014年01期

10 孫亦濤;;中學(xué)文言文教學(xué)隨想[J];語(yǔ)文教學(xué)與研究;2012年35期

相關(guān)碩士學(xué)位論文 前2條

1 林玲;初中文言文教學(xué)研究[D];廣西師范大學(xué);2016年

2 姜靈;初高中文言文教學(xué)銜接研究[D];遼寧師范大學(xué);2015年

，

本文編號(hào)：1905995