比较阅读法在高中文言文教学中的应用

发布时间：2018-02-28 23:00

本文关键词： 高中文言文教学比较法应用　出处：《哈尔滨师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：高中语文教材收录了丰富的优秀文言文作品,这些优秀文言文作品作为我国古典文化的精华具有极为丰厚的精神内涵。然而,当前高中生文言文的学习现状以及教师教授文言文阅读的方式方法都存在着这样或那样的问题。在多种因素的共同影响下,高中文言文的教与学形成了一种固定的模式。教师教法呆板单一,学生学习兴趣不足,无法发挥文言文弘扬中国古典文化的传承作用。2003年《普通高中语文课程标准(实验)》中提出明确要求:“文言文阅读教学应该做到‘言’与‘文’并驾齐驱,在掌握文言知识的基础上还要进一步的掌握文本的内涵,领会文本的文化意蕴”。[1]可是,因为部分教师对语文的工具性与人文性的把握不准,一篇文言文的讲授主要都放在实词、虚词、词类活用、通假字等语法句式的分析上,把一篇文质兼美的文言文硬生生的肢解了。正是因为这些教师的教学方法的使用不当,直接的影响了现今高中生对文言文学习的兴趣。基于以上对当前高中文言文教学教法与学法的综合分析,为了更好地实现新课标对文言文教学的要求,笔者将比较阅读的方法引入高中文言文阅读教学中,能够很好的解决当前存在的这些问题。本论文共分为四个部分,对比较阅读在高中文言文教学中的应用进行探讨。第一部分绪论,简单的介绍了本文的选题背景、研究的概况与论题提出的意义。第二部分主要叙述了对比较阅读教学法的内涵界定、比较阅读法提出的理论依据。旨在为后文比较阅读在高中文言文阅读教学中的应用提供理论支撑和理论依据。第三部分主要论述了高中文言文教学现状与问题反思。存在问题的分析主要来自哈尔滨市第九中学220名高中生文言文阅读情况的问卷调查,学生在高考指挥棒的指引下机械的学习文言文、教师教法传统单一、学生学习文言文兴趣低下、忽略文言文文本的内涵肢解文言文的文化意蕴等,当前高中文言文阅读教学面临着种种问题。究其原因:“工具性”和“人文性”的教学思想在文言文阅读教学实践中脱节;教师的教学方法陈旧,仍停留在文言知识的教学上;高考应试考试的环境也造就了教学重视分数的功利性;丰富的文言文内涵被硬生生的肢解。对存在问题的分析与反思为后文实施策略的提出奠定了现实基础。第四部分是对比较阅读法在高中文言文阅读教学中的应用及策略探究。结合笔者仅有的教学实践经验,在一线教育实习的过程中自己的指导教师在讲授文言文《荆轲刺秦王》的过程中,将课外文言文阅读《刺客豫让》引进了课内文言文阅读教学。在这种比较阅读教学的机制下,教师从根本上改变了教学模式的单一、学生增进了文言文的学习兴趣、达到了真正意义上的“言文”并重。并依此总结了文言文的比较方法及比较原则。
[Abstract]:Senior high school Chinese textbook contains a wealth of excellent classical Chinese works, these excellent classical works as the essence of Chinese classical culture has extremely rich spiritual connotation. However, the current situation of classical Chinese learning methods and teachers in current high school students in classical Chinese reading all the way there is this or that problem. The combined effect of many under the classical Chinese teaching and learning in senior high schools has formed a fixed pattern. The teachers rigid single, students lack of interest in learning, can not play classical Chinese classical cultural heritage to carry forward the Chinese function.2003 < ordinary high school language curriculum standard (Experiment) "made clear requirements: classical Chinese reading teaching should be do the" words "and" culture "based on mastering the basic knowledge of classical Chinese racing together bridle to bridle, on further grasp the connotation of the text, understand the cultural meaning" text.[1] but because of Teachers of Chinese language tool and humanities are not allowed to grasp, a classical Chinese teaching mainly on content words, function words, lexical category analysis application, tongjiazi grammar sentence, a text quality and beauty of classical Chinese abruptly dismembered. It is because of the improper use of these teaching methods of teachers the direct impact of the study of classical Chinese in senior high school students' interest. Based on the above comprehensive analysis of classical Chinese teaching in high school teaching and learning methods at present, in order to better achieve the requirements of the new curriculum for the classical Chinese teaching, the author will introduce the method of comparative reading of high school Chinese reading teaching, it is a good solution the existence of these problems. This paper is divided into four parts, discusses the application of comparative reading in classical Chinese teaching in senior high school. The first part is the introduction, briefly introduces the research background, research situation With the topic the significance. The second part mainly described the definition of comparative reading teaching method, comparative reading method is put forward. The theoretical basis for the comparison to reading in high school Chinese reading teaching to provide theoretical support and theoretical basis. The third part mainly discusses the problem of reflection and the present situation of classical Chinese teaching high school a questionnaire analysis of the existing problems mainly from reading classical Chinese 220 Harbin ninth senior high school students, students learning classical mechanical command bar under the guidance of teachers teaching in the college entrance examination, the traditional single, students learning classical interest is low, ignore the classical Chinese text, the connotation of classical cultural implication dismembered. The current high school Chinese reading teaching is faced with various problems. The reason: "tools" and "humanism" teaching thought and practice of teaching reading in classical Chinese Section; the teacher's teaching method is obsolete, still remain in the classical Chinese knowledge teaching; college entrance examination examination environment created scores of the utility value of the classical Chinese teaching; the rich connotation was abruptly dismembered. Analysis and Introspection on the problems for the implementation of the strategy to lay the foundation of reality. The fourth part the method of comparative reading in high school Chinese reading strategies and application in inquiry teaching. Only with teaching practice experience of the author, in the process of the first educational practice in their teachers in the process of teaching classical Chinese "Jing Ke pricks Qin Wang > in extracurricular reading classical Chinese" introduced in class yurang > Assassin classical Chinese reading teaching. In this comparison mechanism of reading teaching, the teachers change the teaching mode from a single root, students enhance the classical learning interest, to achieve a real sense of "language" and This is a summary of the comparative methods and comparison principles of classical Chinese.

【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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