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第二册第六单元共包括四篇文章:《驿路梨花》、《人民英雄永垂不朽》、《雄伟的人民大会堂》、《和青年同志们谈写信》。除第一篇为记叙文外,其他三篇全为说明文。 为什么本单元要将两种不同文体的文章混合编排呢?不妨让我们揣摩一下编者的意图。“单元提示”中谈到:“记叙文或说明文,往往不是单一运用记叙或说明的表达方式。”从这一意义出发,我们不难知道,要写好记人叙事的文章,往往要动用多种表达方式,如第五单元中的“叙述与描写”;本单元《驿路梨花》中的“叙述与抒情”。同理,要写好说明文,也不仅仅只是说明一种表达方式,它还得兼用其他,或叙述,或描写,如本单元中的三篇说明文即是如此。不过,从本单元中的四篇选文看,尽管文体不同,但教学的侧重点是一致的,即让
The sixth volume of the second volume contains a total of four articles: “The Pear Blossoms”, “The Immortal of the People’s Heroes”, “The majestic Great Hall of the People”, and “Talk to the Young Comrades”. Except for the first narrative, the other three are all expository. Why should this unit be a mixed arrangement of two different styles of text? Let us try to figure out the intention of the editor. The “unit hints” mentioned: “The narrative or expository essays are often not a single use of narrative or interpretative expressions.” From this point of view, it is not difficult for us to know that writing articles for narrative narrators often requires a variety of essays. Expressions, such as “narration and description” in the fifth unit; “narration and lyrics” in this unit “The Pear of the Road.” In the same way, writing an explanatory text is not just a way of saying it. It must also be combined with other, or narrative, or descriptions, as in the three expository texts in this module. However, from the four selections in this module, although the style is different, the focus of teaching is the same, that is,