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过去語文課里閱讀敎学的过程,一般都是先介紹作者和作品的时代背景,解釋难詞,然后朗讀課文,分析思想內容、写作特点等,几乎成了定型。今天的文学課,必須根据文学的特征和每篇作品的特点进行敎学,必須在整个敎学內容上,在敎学过程的各阶段,避免形式主义的偏向。这里我利用过去的材料,就分析課文的思想內容和艺术形式等方面,写出我在糾正形式主义敎学方法以后的体会。分析課文的思想內容,一般是先介紹作者和作品的时代背景。这是因为二者都跟作品有密切关系。介紹作者和时代背景可以使学生学習作者的生活态度和崇高品質,了解当时的社会面貌,以历史唯物主义的覌点具体地理解課文內容。介紹作者和时代背景自然必要,但是应該介紹跟課文內容有关的部分。
In the past, the process of reading a dropout in a Chinese language class generally introduced the time background of the author and the work, explained the difficult words, then read the text, analyzed the content of the thought, and the writing characteristics, etc., which almost became stereotypes. Today’s literary class must drop out of school based on the characteristics of literature and the characteristics of each work. It is necessary to avoid the formalism bias at all stages of the school dropout process. Here, I have used the past material to analyze the ideological content and the art form of the text, and to write my experience after correcting the formalism dropout method. Analyzing the ideological content of a text is generally the introduction of the background of the author and the work. This is because both are closely related to the works. Introducing the author and the background of the era can enable students to learn the author’s life attitude and lofty quality, understand the social appearance at that time, and understand the content of the text in a concrete manner based on the historical materialism. Introducing the author and the background of the times is naturally necessary, but the part related to the contents of the text should be introduced.