【摘要】：近年來(lái)許多語(yǔ)文教師反映文言文教學(xué)成為高中語(yǔ)文教學(xué)中的“老大難”問(wèn)題,筆者以黃陂六中為調(diào)查點(diǎn)和實(shí)驗(yàn)點(diǎn),通過(guò)問(wèn)卷調(diào)查、教案分析和反饋整理三種形式分析出當(dāng)前高中學(xué)生對(duì)文言文教學(xué)的興趣度和接受度極低,語(yǔ)文教師的文言文文法教學(xué)也存在三大基本問(wèn)題:一是文言與文意的比重不協(xié)調(diào);二是與現(xiàn)代文教法區(qū)分度不大;三是教學(xué)模式固定化,低效化�？偠灾�,傳統(tǒng)文言文文法教學(xué)存在很多弊端,亟待改善。任何教學(xué)活動(dòng)都必須要以學(xué)生為在主體,教師為主導(dǎo),以教學(xué)方法作為連接教學(xué)對(duì)象和教學(xué)內(nèi)容的紐帶,因此對(duì)教學(xué)對(duì)象和教學(xué)內(nèi)容的分析十分必要。通過(guò)分析人教版高中語(yǔ)文教材可知,編寫(xiě)者將文言文以現(xiàn)代散文文體分類(lèi)分為五個(gè)單元:古代記敘散文、古代游記散文、古代議論散文、古代人物傳記和古代抒情散文,在每一單元的單元卷首語(yǔ)中有關(guān)于此單元的教學(xué)重點(diǎn)和教學(xué)方法提示,而課后的練習(xí)對(duì)鞏固重要教學(xué)內(nèi)容也起到巨大的作用。而作為教學(xué)對(duì)象的高中學(xué)生,處于青春期這一特殊時(shí)期的他們也具有很特殊的心理狀況,并且他們對(duì)文言文的接受程度和感興趣程度都是文言文教學(xué)的前在性考慮因素。本文所提出的新的文言文教學(xué)策略,其設(shè)想直接來(lái)源于桐城派三宗之一的方苞所提“文法”,“義”指“言有物”,“法”指“言有序”,涵蓋了文章內(nèi)容和形式兩個(gè)方面,正于文言文教學(xué)目標(biāo)所要達(dá)到的文言與文意雙重理解不謀而合。新的教學(xué)法具體的實(shí)施是以文體分類(lèi)為前提的,在不同的文體中找到最為突出的文法特征,根據(jù)此特征串聯(lián)起文章的內(nèi)容和形式的講解,例如講解古代敘事散文時(shí)應(yīng)該要以故事情節(jié)為主;講解古代人物傳記的時(shí)候要以人物為主;講解游記類(lèi)散文時(shí)要以情景交融呈現(xiàn)的特點(diǎn)以及方法為主;講解古代議論文時(shí)要以論證的邏輯為主;講解抒情文時(shí)要以感情的變化線(xiàn)索為主。而此教學(xué)法最大的特點(diǎn)在于“圖像化”,也就是教師在授課的同時(shí)可以將自己的授課思路和文章文法思路一起以圖表的形式展現(xiàn)給學(xué)生,使得學(xué)生通過(guò)文字、語(yǔ)言和圖表等等多種形式理解課文。以達(dá)到改善傳統(tǒng)文言文教學(xué),使文言文文法教學(xué)更加有效化、立體化,使學(xué)生對(duì)文言文的接受程度提高,真正能喜愛(ài)中華民族的優(yōu)秀文化。
[Abstract]:In recent years, many Chinese teachers have shown that the teaching of classical Chinese has become a "old and difficult problem" in high school language teaching. The author, taking the six in Huangpi as the investigation point and the experimental point, analyzes three forms of high school students' interest and acceptance of classical Chinese teaching by questionnaire survey, teaching case analysis and feedback collation. There are also three basic problems in the teaching of grammar and grammar: one is that the proportion of the classical Chinese and the literary meaning is not coordinated; the two is not to be separated from the modern culture and education law area; the three is the fixed and inefficient teaching mode. In a word, there are many drawbacks in the traditional classical Chinese grammar teaching, and the students must be the main body and the teachers should be taken as the main body. Taking the teaching method as the link between the teaching objects and the content of teaching, it is necessary to analyze the object and content of the teaching. Through the analysis of the Chinese teaching materials of the high school, the writer divides the classical Chinese into five units: the ancient prose, the ancient travels prose, the ancient Argumentation Prose, The biography of ancient characters and the ancient Lyric essays have the teaching emphasis and teaching methods in the unit volume of each unit, and the practice after the class plays a great role in consolidating the important content of the teaching. The psychological status and their degree of acceptance and interest in classical Chinese are all the factors before the teaching of classical Chinese. The new teaching strategy of classical Chinese is directly derived from the "grammar" proposed by Fang Bao, one of the three Tongcheng pies, and the "meaning" refers to "words and things", and "law" refers to "word order", culvert. The content and form of the article are covered in two aspects, which is exactly the same as the dual understanding of the classical Chinese and the literary meaning. The concrete implementation of the new teaching method is based on the classification of the style, and finds the most prominent grammatical features in different stylistics, and the contents and forms of the article are explained in series according to this feature. When explaining the ancient narrative prose, we should give priority to the story plot; to explain the biography of ancient characters should be based on characters; to explain the characteristics and methods of love and scenery when explaining the travel notes; explain the logic of argument in ancient argumentative essays; explain the lyric text as the main clue to the change of feelings. The most important feature of the teaching method is "image", which means that teachers can show their teaching ideas and article grammatical ideas together in the form of diagrams, so that students can understand the text in various forms, such as words, languages and charts, so as to improve the teaching of traditional classical Chinese and make classical Chinese grammar teaching. Learning is more effective and three-dimensional, so that students' acceptance of classical Chinese is improved, and they really enjoy the excellent culture of the Chinese nation.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.3

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本文編號(hào)：2128410