116 教学方法创新与实践·第 03 卷·第 05 期·2020 年 05 月 综述性文章 Review 1 引言 语文教育名家张志公说:“怎样对待和处理文言文问题 , 是一个很需要加深研究的相当复杂的问题。在这个问题上 , 要 有眼前的办法,要有长远的打算。这是语文教学需要解决的 问题 , 也是我们文化政策中的重要问题之一。”当前 , 中学文 言文教学存在诸多问题,如程式化、功利化、非人性化等, 论文在概括这些问题之后,试图从教学理念、教学内容、教 学手段等角度对这些问题的成因进行分析,并试图从“故事力” 的角度出发,深入挖掘文言作品中的故事因素,更好地促进 文言教学,希望在某种程度上给予当前文言教学一些启发和 思考。 2 中学文言文教学存在的问题及成因分析 2.1 当前中学文言文教学中存在的问题 2.1.1 程式化 钱梦龙先生曾经把传统的文言文教学归纳为“字字落实 , 句句清楚”的“八字真言”。他对这种教学思想及其流弊做 过精辟的论述“所谓‘八字真经’ , 无非是由老师一字一句‘嚼 烂了喂’, 以应付考试。其结果必然是肢解课文 , 而且其肢解 的细碎程度 , 比之现代文教学中的肢解课文更甚更惨 , 说它‘碎 尸万段’, 也不夸张。文言文事实上已经不再是饱含思想感情 的‘文’, 即便是千古传诵的名篇佳作 , 无论‘韩潮’‘苏海’, 一到语文课上 , 都只是一组组按刻板的语法规则组合起来的实 词和虚词而已 , 再也激不起丝毫情感的波澜。文言文教学对师 Enlighten the Reading Ability of Classical Chinese With “Story Power”——Discussion on the Improvement of the Teaching of Classical Chinese in Middle Schools Yan Peng Zhengli Song School of Education, Minzu University of China, Beijing, 100081, China Abstract At present, due to the backward teaching concept, fragmented teaching content, lack of characteristics of the times, and aging teaching equipment, there are serious problems in classical Chinese teaching, such as stylized, utilitarian and inhuman. With the only indicator of improving student achievement and progression rate, teachers adhere to the traditional teaching method. The teaching method is single and backward, ignoring students’ learning interests and individual differences. This paper attempts to analyze the reasons behind these problems, proposes to use “story power” to enlighten the reading ability of classical Chinese, and deeply dig into the story factors contained in classical Chinese, in order to improve the current quality and level of classical Chinese teaching in middle schools. Keywords middle schools; classical Chinese teaching; classical Chinese reading; story power 以“故事力”启蒙文言阅读力——谈中学文言文教学的改进 彭彦 宋征莉 中央民族大学教育学院,中国·北京 100081 摘 要 当前,由于教学理念落后、教学内容碎片化且缺少时代特色、教学设备老化等原因,文言教学存在着程式化、功利化和非人 性化的严重问题。教师以提高学生成绩和升学率为唯一指标,固守传统教学法,教学方式单一且落后,全然不顾学生学习兴 趣和个体差异。论文分析了这些问题背后的原因,提出以“故事力”启蒙文言阅读力,深入挖掘文言文中所蕴含的故事因素, 以期提高当前中学文言文教学质量和水平。 关键词 中学;文言教学;文言阅读;故事力 DOI: https://doi.org/10.26549/jxffcxysj.v3i5.4212
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116
教学方法创新与实践·第 03卷·第 05 期·2020 年 05 月综述性文章Review
1 引言
语文教育名家张志公说:“怎样对待和处理文言文问题 ,
是一个很需要加深研究的相当复杂的问题。在这个问题上 , 要
有眼前的办法,要有长远的打算。这是语文教学需要解决的
问题 , 也是我们文化政策中的重要问题之一。”当前 , 中学文
言文教学存在诸多问题,如程式化、功利化、非人性化等,
论文在概括这些问题之后,试图从教学理念、教学内容、教
学手段等角度对这些问题的成因进行分析,并试图从“故事力”
的角度出发,深入挖掘文言作品中的故事因素,更好地促进
文言教学,希望在某种程度上给予当前文言教学一些启发和
思考。
2 中学文言文教学存在的问题及成因分析
2.1 当前中学文言文教学中存在的问题
2.1.1 程式化
钱梦龙先生曾经把传统的文言文教学归纳为“字字落实 ,
句句清楚”的“八字真言”。他对这种教学思想及其流弊做
过精辟的论述“所谓‘八字真经’, 无非是由老师一字一句‘嚼
烂了喂’, 以应付考试。其结果必然是肢解课文 , 而且其肢解
的细碎程度 , 比之现代文教学中的肢解课文更甚更惨 , 说它‘碎
尸万段’, 也不夸张。文言文事实上已经不再是饱含思想感情
的‘文’, 即便是千古传诵的名篇佳作 , 无论‘韩潮’‘苏海’,
一到语文课上 , 都只是一组组按刻板的语法规则组合起来的实
词和虚词而已 , 再也激不起丝毫情感的波澜。文言文教学对师
Enlighten the Reading Ability of Classical Chinese With “Story Power”——Discussion on the Improvement of the Teaching of Classical Chinese in Middle SchoolsYan Peng Zhengli Song School of Education, Minzu University of China, Beijing, 100081, China
AbstractAt present, due to the backward teaching concept, fragmented teaching content, lack of characteristics of the times, and aging teaching equipment, there are serious problems in classical Chinese teaching, such as stylized, utilitarian and inhuman. With the only indicator of improving student achievement and progression rate, teachers adhere to the traditional teaching method. The teaching method is single and backward, ignoring students’ learning interests and individual differences. This paper attempts to analyze the reasons behind these problems, proposes to use “story power” to enlighten the reading ability of classical Chinese, and deeply dig into the story factors contained in classical Chinese, in order to improve the current quality and level of classical Chinese teaching in middle schools.
Keywordsmiddle schools; classical Chinese teaching; classical Chinese reading; story power