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学生读古诗文、现代文学和外国文学作品,碰到有些词不能解释,除了教学生查工具书外,还注重教育学生利用教材提供的语言环境,根据上下文意解词,主要从下列六方面进行: 1.从上下文意和逻辑关系确定。例如:假舟楫者,非能水也,而绝江河。(荀子:《劝学》) 提问:上句中的“绝”作何解?现在我们看到“绝”的上文是“假舟楫”,借助舟船的目的就是为了渡过江河,再看“绝”下文是“江河”。根据上下文意,学生经过思考,认为“绝”当“横渡”讲,就合情合理。我肯定了学生的创
Students read ancient poems, modern literature, and foreign literary works. They encountered some words that could not be explained. In addition to teaching students checking books, they also paid attention to educating students on the use of the language environment provided by the teaching materials. According to contextual interpretations, they mainly proceeded from the following six aspects. : 1. Determined from contextual and logical relationships. For example: fake boats, who can not water, and rivers. (Xunzi: “Encouragement”) Question: What’s the solution to the “absolute” in the previous sentence? Now we see that the “absolute” above is the “fake boat boat”. The purpose of using the boat is to cross the river and look again. “Absolutely” is the following “river.” According to the context, after thinking, students think that “absolute” should be “crossed” to be reasonable. I affirmed the student’s innovation