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中学语文教材中,用了互文修辞的文句很多,教师应予重视,否则,讲授时就很可能因没有领会作者构思的意图或对文词理解不够而造成讲得不深不透的夹生现象,给教学带来不应有的损失。互文的艺术性很强,能使句型精美,意义深刻。如“惜秦皇汉武,略输文采:唐宗宋祖,稍逊风骚”一句,本来“秦皇、汉武、唐宗、宋祖”可以在一起说,“略输文采”和“稍逊风骚”也可以在一起说,可是作者用互文写,分为两处说,不仅使诗句显得优美,有节奏感,又合乎诗词格律,而且前后句同义互补,意义也就更深了。
In middle school language textbooks, there are many verses that use intertextual rhetoric, and teachers should pay attention to it. Otherwise, when teaching, it is very likely that the lack of comprehension of the author’s intentions or the lack of understanding of the literary utterances may result in an imprecise interpretation. Bring undue losses to teaching. The art of intertextuality is very strong, which can make the sentence pattern beautiful and profound. For example, “Sorry Qin Huang Han Wu, slightly lose the literary talent: Tang Zong Song Zu, less coquettish,” a sentence, originally “Qinhuang, Hanwu, Tangzong, Song Zu” can be said together, “slightly lost literary talent” and “slightly less coquettish” “You can also say together, but the author writes in intertext and divides it into two parts. It not only makes the verses look beautiful, has a sense of rhythm, but also conforms to poetry and rhythm, and the synonym complements one sentence before and the other, and the meaning becomes deeper.”