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香港的语文教学,自从香港课程发展委员会颁布了《中学中国文学科课程纲要》(1977年)和《中学中国语文科课程纲要》(1978年,以下简称《纲要》)以后,实行了语文和文学分科教学,显示了语文教学的新力向。香港语文课的读文教学,很重视预习指导。预习前,教师先作简介,使学生对所教课文的题义和内容先有概括的认识,要求学生粗解课文大意,撷取全篇要旨和特点;同时,凭借字典、辞典等工具书,认识生字深词;遇有疑难,则标记出来,上课时提出讨论。读文教学的每篇课文后面,都附录有预习的问题和内容。如《海燕》一课,“预习”内容有:“读本篇先要对俄国十月革命前夕的政治社会有一个大略的认识;然后了解本篇所写的事物都用象征的方法表现,海燕象征什么?海鸥、企鹅又象征什么?暴风雨又象征什么?”
Language teaching in Hong Kong has implemented language and literature since the Hong Kong Curriculum Development Committee promulgated the Outline of the Secondary Chinese Literature Curriculum (1977) and the Outline of the Secondary Chinese Language Curriculum (1978, hereinafter referred to as the “Outline”). Divisional teaching shows a new trend in language teaching. In the teaching of reading Chinese in Hong Kong language classes, great emphasis is placed on preparatory guidance. Before the preview, the teacher will give a brief introduction so that the students will have a general understanding of the topics and contents of the texts they are teaching. They will ask the students to understand the meanings of the texts and learn the general principles and characteristics of the texts. At the same time, they will use dictionaries, dictionaries and other reference books. Recognize the deep words in the word; if it is difficult, mark it and discuss it in class. After each lesson in reading the text, there are appendices to the question and content of the preview. For example, in the lesson “Haiyan”, “preparations” includes: “Reading this book first has a general understanding of the political society on the eve of the October Revolution in Russia; then we must understand that the things written in this article are expressed in a symbolic way. What? What are the seagulls and penguins? What does the storm symbolize?”