在初三复习“互文”的教学中,我循循善诱,引导学生从“碰壁”到“质疑”,又从“质疑”到“释疑”,逐渐把他们从“学会”转轨到“会学”上来。先请一学生直译《陋室铭》中的“谈笑有鸿儒,往来无白丁”。他译为“谈笑有渊博的学者,往来没有浅薄的人”之后,我问:“‘鸿儒”没有和他‘往来’,又如何‘谈笑’呢?”大家愕然,都觉得这样翻译不妥,但又不知其所以然。 In the third year of revising the “Intertextuality” teaching, I followed the good and the good, led the students from “hit the wall” to “questioning”, and from “questioning” to “dispelling doubt”, they gradually switched from “learning” to “knowing”. . First, please ask a student to literally translate “Let’s Talk” in the “Let’s talk about laughter, there is no dinning in the future.” After he translated as “a laughing and knowledgeable scholar who does not have superficial contacts”, I asked: “How did ’Hongru’ not ’talk to him’ and how did it ’Laugh?’ Well, but I do not know why.