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“文章不是无情物”。中学语文教材中编选的文章,无论是议论、叙事还是抒情,都饱含着作者的情感。如果教师能在语文教学中沟通作者与学者的情感,使彼此灵犀互通,感情共鸣,必能提高教书育人的质量。 语文教材蕴含着大量的情感因素 《中学语文教学大纲》明确指出,语文教学必须“培养学生社会主义的道德情操、健康高尚的审美观和爱国主义精神,提高社会主义觉悟”。《中学语文教学大纲》决定了中学语文教材必须蕴含着多方面的情感因素。这些情感因素是激起学生对“善良事
“The article is not ruthless.” Articles edited in middle school Chinese textbooks, whether it is discussion, narrative or lyricism, are full of the author’s emotions. If the teacher can communicate the emotions of the author and the scholar in the Chinese language teaching, so that they can communicate with each other and have emotional resonance, they will be able to improve the quality of teaching and educating people. Chinese language teaching materials contain a large number of emotional factors. The “Chinese Syllabus for Middle Schools” clearly points out that Chinese language teaching must “cultivate students’ socialist moral sentiments, healthy and noble aesthetics and patriotism, and increase socialist consciousness”. The “Chinese Syllabus for Middle Schools” determines that high school language teaching materials must contain many emotional factors. These emotional factors are arousing students’ “good things.”