论文部分内容阅读
在训语教学中,经常遇到这样一情种况:训义词性迥异的词,学生比较容易理解掌握;而那些词义仅有细微差别的近义词,则较难理解区分。比如有“气概”、“气度”、“气势”、“气魄”这样一组近义词,让学生指出它们的含义和区别,学生不约而同地翻开词典,熟练地查到注释念给老师听,但再让他们具体说明一下区别,他们都觉得不好说,沉默起来,即使指名要求回答,也往往说不到点上,或者说不完全。可见,让学生区别近义词的细微差别,教师应当教给一
In the teaching of discourse, we often encounter such a situation: words of different meanings of the lexicon are easier for students to understand and grasp; while those synonyms whose meanings are subtle and nuanced are harder to understand. For example, there are a group of synonyms such as “spirit”, “tolerance”, “momentum”, “spirit” so that students can point out their meaning and difference, students invariably open the dictionary, proficiently find notes read to the teacher, but then Let them explain the difference in detail, they feel bad to say, silent, even if the name required to answer, often can not say point, or not complete. Visible, so that students distinguish between the nuanced synonyms, teachers should teach one