学生阅读一篇文言文,一般说来,即使比较短浅的也总会遇到这样那样的障碍。且不谈在考试中不允许借助工具书,即使借助工具书,如果缺少统摄全篇,上下推断,善于质疑,敏于解疑的能力,也会常出现明白了字义,但不理解篇义的情况。更何况,学生日后在自学中、工作中常需要泛读,涉猎群书,不可能也不必要字字都弄个一清二楚,只要能正确理解篇章大意,所谓“解”而不求其“甚”,也就行了。但要做到这个“解”字,除了有关知识的积累外,是离不开上述的有关能力的。因此,在文言文教学中,也必须注意发展学生的智能。引导学生“猜读”,是发展学生智能的一个好方法。“猜读”不是什么主观臆测,而是从课文实际出发的合乎逻辑的推测。学生在阅读一篇文言文 When students read a classical text, generally speaking, they will always encounter such obstacles even if they are short-sighted. Regardless of the impossibility of using reference books in the exams, even with the aid of reference books, if there is a lack of universality, inferring from top to bottom, being good at questioning, and being sensitive to the ability to solve doubts, it will often appear that the meaning of the word is understood but the meaning of the text is not understood. . What’s more, students will often need to read extensively in self-study and work in the future. They will be able to read books, and it’s impossible and unnecessary to make every word clear. As long as they can understand the meaning of the text correctly, the so-called “solution” is not required. “It will be fine. However, in addition to the accumulation of knowledge, this ”solution“ is inseparable from the above-mentioned related capabilities. Therefore, in the teaching of classical Chinese, we must also pay attention to the development of student intelligence. Guiding students to ”guess reading“ is a good way to develop student intelligence. ”Guessing to read" is not a subjective speculation, but a logical guess based on the reality of the text. Students are reading a classical Chinese