發(fā)布時間：2018-06-20 20:57

  本文選題：中學(xué)文言文 + 文言文教學(xué)　； 參考：《青島大學(xué)》2017年碩士論文

【摘要】：古人寫作時有著非常自覺的文體規(guī)范意識,文章體現(xiàn)出鮮明的文體特征。在文言文教學(xué)中,從文體角度切入有助于深入理解文章內(nèi)涵,體悟作者的精神世界。通過聽課、觀課發(fā)現(xiàn),目前的中學(xué)文言文教學(xué)主要側(cè)重于古漢語字詞、語法教學(xué),呈現(xiàn)出“淡化文體”,“重言輕文”,“乏味低效”的傾向。針對這種情況,教師應(yīng)樹立文體意識,重視文言文的文體信息,從文體特征入手進(jìn)行文本解讀,設(shè)計(jì)教學(xué)方案,制定教學(xué)策略,從而提高學(xué)生學(xué)習(xí)文言文的興趣和文言文教學(xué)的有效性。自古至今,我國有著豐富的文體理論,借鑒其中的“文體”內(nèi)涵,并結(jié)合文言文教學(xué)實(shí)際情況,通過對人民教育出版社初中語文教材2016版和山東人民出版社高中語文教材中的文言文進(jìn)行“文體”界定,可將中學(xué)語文教材中的文言文文體分為五大類:辭賦、散文、論說文、筆記體小說和古代應(yīng)用文。其中,每一大類文體下又可分為若干小類文體,力求做到文體分類全面、細(xì)致。在此基礎(chǔ)上,教師可依據(jù)各類文體的共性與文本自身的個性研讀教材,確定最符合文本,最適宜學(xué)生的教學(xué)內(nèi)容。進(jìn)而在教學(xué)設(shè)計(jì)上,依據(jù)文體特征,從文章整體入手,探思路,品語言,悟情意,知風(fēng)格,達(dá)到言、文、章、道并重,文、言融合。在教學(xué)設(shè)計(jì)策略實(shí)施上,首先,依據(jù)文體特點(diǎn),設(shè)計(jì)“牽一發(fā)而動全身”的主問題或者問題組,實(shí)現(xiàn)文本的整體閱讀。其次,依據(jù)文體特點(diǎn),在設(shè)計(jì)中強(qiáng)化誦讀。文學(xué)的生命存在于聲音里,文言文教學(xué)離不開誦讀。通過反復(fù)誦讀,增強(qiáng)學(xué)生對語言文字的深層次理解和文章風(fēng)格、內(nèi)蘊(yùn)的深切感悟。最后,為了更好的理解文章的主旨意味和作家的精神世界,可以拓展文體類型,比較閱讀,培養(yǎng)學(xué)生的文言文閱讀能力,提高學(xué)生的文學(xué)素養(yǎng)。在教學(xué)實(shí)踐上,以歷史散文、游記散文和宴集序?yàn)槔?運(yùn)用“因體定教”的文言文教學(xué)策略來設(shè)計(jì)、實(shí)施文言文教學(xué),以便于一線教師的掌握和運(yùn)用。在文體視角下進(jìn)行文本解讀、教學(xué)設(shè)計(jì)和教學(xué)策略實(shí)施,對文言文教學(xué)而言,具有可操作性和實(shí)效性,它能夠提高教師的文言文文體意識,改變“重言輕文”、千篇一律的文言文教學(xué)現(xiàn)狀,可以真正實(shí)現(xiàn)趣味盎然、底蘊(yùn)深厚、自主高效的“真文言文”教學(xué)。
[Abstract]:In the teaching of classical Chinese, it is helpful to understand the connotation of the article and understand the author's spiritual world in the teaching of classical Chinese. By listening to the class, we find that the present teaching of classical Chinese is mainly focused on the words of ancient Chinese and grammar teaching. In this case, teachers should establish stylistic awareness, attach importance to stylistic information of classical Chinese, interpret text from stylistic features, design teaching schemes and formulate teaching strategies, so as to improve students' interest in learning classical Chinese and the teaching of classical Chinese. Since ancient times, China has a rich style theory, drawing on the connotation of "style" and combining the practical situation of classical Chinese teaching, and by defining the "style" in the 2016 edition of the Chinese textbook of the Middle School of the people's education press and the classical Chinese in the high school Chinese Textbooks of the Shandong people's publishing house, it can be used in the classical Chinese in the middle school Chinese textbooks. The literary style is divided into five categories: prose, prose, discourse, notes, notes and ancient applications. Among them, each style can be divided into a number of small styles in order to make a comprehensive and meticulous classification of styles. On this basis, teachers can determine the most suitable text according to the commonness of various styles and the character of their own personality. According to the stylistic features, we should start with the stylistic features, from the article to the whole, to explore the idea, to understand the language, to understand the feelings, to know the style, to achieve the words, the text, the chapter, the language, and the fusion of the words. In the implementation of the teaching design strategy, first, according to the special style of the style, the main problem or the problem group is designed. The whole reading of the text. Secondly, to strengthen the reading in the design according to the characteristics of the style. The life of literature exists in the sound, the teaching of classical Chinese can not be separated from reading. Through repeated reading, the students' deep understanding of the language and the style of the text and the deep understanding of the article are strengthened. In the last, the purpose of understanding the article and the writer is better. The spiritual world can expand style type, compare reading, cultivate students' reading ability in classical Chinese and improve students' literary accomplishment. In teaching practice, taking historical prose, travel notes prose and banquet preface as an example, using the teaching strategies of classical Chinese writing for teaching in classical Chinese in order to facilitate the mastery of first-line teachers. The text interpretation, the teaching design and the implementation of the teaching strategy in the stylistic perspective are operable and effective. It can improve the style consciousness of the classical Chinese and change the "heavy words", and the present situation of the classical Chinese language teaching can truly realize the interest, the profound connotation, and the independent efficiency. The teaching of "true classical Chinese".
【學(xué)位授予單位】：青島大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

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