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《中学语文教学大纲》中把培养学生“具有阅读浅易文言文的能力”列为教学目的之一。这能力的内涵,一般理解为认读能力、理解能力和鉴别能力。这里所提的“认读能力”不仅是指能认清字形,读准字音,而且要能初步弄清浅易文言文的句读。即阅读未经标点的原文,能正确地断句标点。古书一般是不断句的。古人读书,需要自己断句。古人很重视句读,因为辨明句读是读懂古书的起点。韩愈在《师说》中说:“彼童子之师,授之书而习其句读。”可见古时侯小孩子读书,一开始就要学习句读。《礼记·学记》中说:“一年视离经辨志。”这就是说,小孩子读书一年以后,要考
The “Chinese Syllabus for Middle Schools” lists the cultivation of students as “abilities to read and write simple Chinese words and phrases” as one of the aims of teaching. The connotation of this ability is generally understood as reading ability, comprehension ability, and discrimination ability. The “reading ability” proposed here refers not only to recognizing the shape of the characters but reading the quasi-phonic sounds, but also to be able to initially understand the sentences of the shallow and easy classical Chinese. That is, reading punctuated text can break punctuation correctly. Ancient books are generally continuous sentences. The ancients need to break their sentences. The ancients attached great importance to sentence reading because the identification of sentence reading was the starting point for reading ancient books. Han Yu said in “The Teacher’s Opinion”: “The teacher of the Boys and Boys grants him a book and learns to read it.” It can be seen that in ancient times, when a child reads a book, he begins to learn to read sentences. In “Book of Rites and Scholars,” they said: “One year is considered as a case of discrimination.”