论文部分内容阅读
最近听生位年轻教师讲《邹忌讽齐王纳谏》。一上课,这位教师把《战国策》作了简单介绍,没有范读,也没有要学生读课文就开始串讲了。由此,我想到两个问题:怎样看待朗读的作用;文言文教学有无朗读的任务。 语文教学要培养学生听说读写的能力,读的能力一般包括读懂文章的字词句,会给文章分段,总结段落大意,概括中心思想。培养读的能力离不开读——默读与朗读。我国传统的语文教学很重视朗读(诵读、吟读),通过熟读,背诵体会理解文章的思想内容,正所谓“读书百遍,其义自见”;我国古代没有系统的语法书,学生掌握语言规律,往往通过熟读范文来实现,当然这样做,效率是比较低
Recently listened to a young teacher to say “Zou Jin satirized Qi Wang Na Yu.” In class, the teacher made a brief introduction to the Warring States Policy, did not read the book, and did not ask students to read the text and began to talk about it. From this, I think of two issues: how to read the role of reading; whether classical Chinese teaching has the task of reading. Chinese language teaching should cultivate students’ ability to both speak and read and read. The ability to read generally includes reading words and sentences of articles, segmenting articles, summarizing passages, and summarizing the central idea. The ability to develop reading is inseparable from reading—reading silently and reading aloud. Traditional Chinese language teaching in our country attaches great importance to reading aloud (reading and reading). Through familiar reading, recitation and understanding of the ideological content of the article, the so-called “reading a hundred times, its meaning sees itself”; in ancient China there is no systematic grammar book, students master The laws of language are often achieved through familiar reading and paraphrasing. Of course, the efficiency is relatively low.