高中语文课本中的古诗文,每一篇就是一个较完整的故事。教学时,我常先用讲故事的形式导入,或老师讲,或学生讲。例如,我把《烛之武退秦师》的故事用示错式绘声绘色地演讲给学生听,故事讲毕,鼓掌声、赞叹声、叹息声齐涌。我特别请叹息的学生说说叹息的原因。他们说:老师的演讲很精彩,只是没注意词语的准确性。如你把“微夫人之力不及此”的“微夫人”说成了“那些微小的夫人”;把“秦伯说,与郑人盟” The ancient poetry in high school language textbooks is a more complete story. When teaching, I often use the form of storytelling to introduce, or teachers, or students. For example, I spoke the story of “The Candle of the Candle to the Qin Division” to the students in a misleading manner. The story was completed, applause, praise, and sighs. I especially asked the sighing students to talk about the reason for the sigh. They said: The teacher’s speech was brilliant, but he did not pay attention to the accuracy of the words. If you say the “micro-madam” that “the power of the micro-maid is less than this” is “those tiny ladies”; put “Qin Bo said, and Zheng Ren’s alliance.”