汉语成语与文言文语言教学

发布时间：2018-12-29 19:11

【摘要】：文言文是语文教学的重中之重,也是学生学习的难点。由于文言文距今时代久远,早已没有了语言环境,加之文言文的词法、句法繁杂,有的读起来艰涩难懂,这些对于中学生而言都有一定的难度。而成语也多是从古代流传下来的,汲取了中华民族优秀的养料,记录了中华民族劳动人民勤劳的智慧。因为结构形式固定,内容丰富,寓意深刻,朗朗上口而得以流传,无论是运用于书面语还是口头交流,成语都发挥着它极大的魅力。成语多是来自于神话传说,民间寓言,来自于古典诗词歌赋中,大部分成语至今仍保留着古代汉语中的词义和句法。这其实就启发我们可以将成语与文言文的教学相结合,同时,运用迁移的理念,边学习文言文边吸取古代文化的精髓,学生通过掌握更多的文言知识,可以自学更多的成语,二者相辅相成。做到真正理解文章的写作用意,体会思想文化的内涵,而不是流于表面学习文言文,简单的翻译课文。更是要让学生学会一种方法,懂得阅读和理解古文的规律。所以教师应该帮助学生改变观点,从适应文言文的环境过渡到对文言文,对传统文化的热爱,充分的调动学生的积极性和学习兴趣。文本从以下几个方面阐述:绪论部分对成语的定义,成语研究的方面以及成语教学研究的研究现状进行概括并且阐述了本文的研究价值和研究意义。第一章对成语与文言文结合教授词类活用的分析,运用实例进行分析。第二章汉语成语与文言文古今词义训释,从古今意义完全相同、完全不同、既有区别又有联系的角度来分析文言文和成语。第三章汉语成语与文言文修辞。从借代、比喻、夸张、对偶、顶真、比拟等方面将成语与文言文比较进行教学。第四章第四章是古代汉语句式。文言文的句式其实在成语中也有体现,两者进行比较帮助学生理解。第五章是根据历年来高考重点的实词与成语结合学习。从多个层面将文言文和成语进行类比分析,进而总结文言规律,方便学生理解和识记。第六章是汉语成语与文言文语言教学的实施建议。提出教师要树立将成语与文言文结合教学的意识以及采取教学的措施和方法。
[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.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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