在中学语文教学中,如何打破思维定势,活跃学生思想,培养学生多角度多侧面地看问题的能力,古文教学不失为一条重要途径。文学作品中的形象,具有高度的概括性,包含着丰富的内容。就象一个多棱镜,人们从不同的侧面去看,就会得到不同的结果。这也正如苏轼的诗句所说的,“横看成岭侧成峰,远近高低各不同”。读者根据作品形象所体会到的思想意义,有时会超出作者的原意,甚至产生不同看法。这就叫做形象大于思想,即艺术形象所包含的意义,大于作者原来的思想。这种情况,在中学古文教学中,经常可以遇到。概括起来,大致有以下三种情况: 一是多重主题。就是一篇作品,作者的立意是这样,而读者根据形象所体会到的却是那样,形成一篇作品两个以上多主题的现象。例如《愚公移山》这篇文章,作者原意是说愚公挖山不止的精 In Chinese teaching in middle schools, how to break the mindset, revitalize students’ thinking, and cultivate students’ ability to view problems from multiple angles and aspects, ancient Chinese teaching is an important way. The images in literature are highly general and contain rich content. Like a polyprism, people look at different aspects and get different results. This is also what Su Shi’s verse says: “Across the landscape, you can see the peaks on the side of the mountain, and the heights are different from each other.” The ideological meanings that the readers appreciate based on the images of their works sometimes exceed the author’s original intention and even lead to different opinions. This is called image more than thought, that is, the meaning contained in the artistic image is greater than the original thought of the author. This situation can often be encountered in the teaching of classical Chinese in middle schools. To sum up, there are roughly the following three situations: First, multiple topics. Is a work, the author’s conception is this way, and readers realize that as it is based on the image, to form a phenomenon of more than two themes of a work. For example, the article “Yugong Yishan” was originally written to describe Yugong’s efforts to dig mountains