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综观几年来的语文命题,我们不难发现,语言运用能力的考查渐居主要地位,这对落实中学语文教学大纲的要求具有积极的导向作用。如1992年高考试卷第21题,93年试卷中的第8题,94年试卷第4题、8题,都说明了这一点。 那么这种良好的导向作用是否落实在语文教学中了呢?我看未必。有的老师仍然习惯于老模式、旧框框,一个劲地讲授主题思想、段落大意、篇章结构、人物分析;学语文就是传授字、词、句、语法、修辞、文学常识等等。因此即使是一篇篇生动感人的情文并茂的文章也常常被弄得支离破碎,干巴巴的如同嚼腊,学生哪还能进入佳境?哪还能赏析语言进而达到运用之目的呢?还有的对语言教学不够重视,分析思
Looking at the linguistic propositions over the past few years, it is not difficult for us to find that the examination of the ability to use the language has gradually become the mainstay, which has a positive guiding role in implementing the requirements of the Chinese language syllabus for middle schools. For example, the 21st title of the 1992 High Test Paper, the 8th title of the 93rd paper, and the 4th and 8th questions of the 94 papers illustrate this point. Is this kind of good guiding role implemented in Chinese teaching? I don’t think so. Some teachers are still accustomed to the old model, the old frame, and they always teach the theme of thought, the meaning of paragraphs, the structure of the chapters, and the analysis of characters. To learn Chinese is to teach characters, words, sentences, grammar, rhetoric, literary common sense, and so on. Therefore, even an article that is vivid and moving and full of love and affection is often fragmented, dry and chewy, and students can still enter a good situation. Which language can be appreciated and used to achieve its purpose? Insufficient attention to language teaching, analytical thinking