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现在农村中学的课本都是使用的部编统一教材。五年制中学所学的课文是三百篇左右。这些课文,大都是文质兼美的文章,而其中大部分是优秀的文学名篇。大家知道,大凡优秀的文学作品,都创造了具有一定审美价值的艺术形象(或艺术氛围),甚或艺本典型,并无不渗透着作家的审美情趣、道德观念、理想情操。而这些则是靠由文字组合的语言来表达的。所以,在理解时,要透过语言现象进行审美的辩证思维,通过形象的再创造,才能把握。不仅文学作品如此,即使说明文、议论文等文体也有一定的形象因素。所以,就某种意义说,“再”创造的过程,应该体现在语文教学过程的始终。当然,文学作品是以分析形象为主,说明
The textbooks in rural middle schools are now the unified textbooks used by the Ministry. There are about 300 texts learned in five-year middle schools. Most of these texts are articles with both quality and beauty. Most of them are excellent literary articles. As we all know, most of the outstanding literary works have created artistic images (or artistic atmosphere) with certain aesthetic values, or even the typical art forms, and have not permeated the writers’ aesthetic tastes, moral concepts, and ideal sentiments. And these are expressed in a combination of words. Therefore, in understanding, it is necessary to carry out aesthetic dialectical thinking through linguistic phenomena and grasp it through image recreating. This is not only true of literary works, even if the essays, such as explanatory texts and argumentative essays, have certain image factors. Therefore, in a sense, the process of “re-creation” should be embodied in the language teaching process. Of course, literary works are based on analytical images.