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二三十年前,语文教学界议论过关于汉语文教学的“实”与“活”的问题。如今郑逸农老师对《短文两篇》所作的教学设计,为正确处理“实”与“活”的关系树立了一个新的样板,提供了宝贵的思路和经验。其一,明确提出从“言”到“文”的学习顺序,并构建了教学模型。(1)从认读起步,疏理字词音义。(2)进而释义,疏理句子意义。(3)进而解析,疏理课文内容和表达形式;后者略带文学欣赏(鉴赏)的意味。认读、释义、解析、鉴赏,这乃是阅读能力的从低到高的四个层级。把它们综合在这一次文言阅读实践当中,这样安排训练富有创意。
Twenty or thirty years ago, Chinese teaching discussed the issue of “real” and “living” in Chinese teaching. Nowadays, teacher Zheng Yixin has made a new model for the correct handling of the relationship between “real” and “living” through the teaching design made by the two essays, providing valuable ideas and experiences. First, it clearly states the order of learning from “words ” to “text ” and constructs a teaching model. (1) start from the recognition, to clear the meaning of words and phrases. (2) and then paraphrase, to clarify the meaning of the sentence. (3) and then analyze and divert the text content and expression; the latter slightly literary appreciation (appreciation) means. Read, interpret, analyze, appreciate, this is the reading ability of four levels from low to high. Put them together in this practice of classical reading, so arranged to train creative.