基于文体特征的中学文言文教学研究

发布时间：2018-06-20 20:57

本文选题：中学文言文 + 文言文教学　；参考：《青岛大学》2017年硕士论文

【摘要】：古人写作时有着非常自觉的文体规范意识,文章体现出鲜明的文体特征。在文言文教学中,从文体角度切入有助于深入理解文章内涵,体悟作者的精神世界。通过听课、观课发现,目前的中学文言文教学主要侧重于古汉语字词、语法教学,呈现出“淡化文体”,“重言轻文”,“乏味低效”的倾向。针对这种情况,教师应树立文体意识,重视文言文的文体信息,从文体特征入手进行文本解读,设计教学方案,制定教学策略,从而提高学生学习文言文的兴趣和文言文教学的有效性。自古至今,我国有着丰富的文体理论,借鉴其中的“文体”内涵,并结合文言文教学实际情况,通过对人民教育出版社初中语文教材2016版和山东人民出版社高中语文教材中的文言文进行“文体”界定,可将中学语文教材中的文言文文体分为五大类:辞赋、散文、论说文、笔记体小说和古代应用文。其中,每一大类文体下又可分为若干小类文体,力求做到文体分类全面、细致。在此基础上,教师可依据各类文体的共性与文本自身的个性研读教材,确定最符合文本,最适宜学生的教学内容。进而在教学设计上,依据文体特征,从文章整体入手,探思路,品语言,悟情意,知风格,达到言、文、章、道并重,文、言融合。在教学设计策略实施上,首先,依据文体特点,设计“牵一发而动全身”的主问题或者问题组,实现文本的整体阅读。其次,依据文体特点,在设计中强化诵读。文学的生命存在于声音里,文言文教学离不开诵读。通过反复诵读,增强学生对语言文字的深层次理解和文章风格、内蕴的深切感悟。最后,为了更好的理解文章的主旨意味和作家的精神世界,可以拓展文体类型,比较阅读,培养学生的文言文阅读能力,提高学生的文学素养。在教学实践上,以历史散文、游记散文和宴集序为例,运用“因体定教”的文言文教学策略来设计、实施文言文教学,以便于一线教师的掌握和运用。在文体视角下进行文本解读、教学设计和教学策略实施,对文言文教学而言,具有可操作性和实效性,它能够提高教师的文言文文体意识,改变“重言轻文”、千篇一律的文言文教学现状,可以真正实现趣味盎然、底蕴深厚、自主高效的“真文言文”教学。
[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".
【学位授予单位】：青岛大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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