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一、不良语文教学行为的若干表现1.重“知”轻“感”。王力在《中国语法理论》中指出,西洋的语言是法治的,中国的语言是人治的。[1]也就是说,必须重视作为学习主体的人的认识情感等心理因素,必须重视阅读主体对语言客体的体味、领悟。我们知道,文学类的语文教材,一般都是作家运用语言表情达意的典范的言语作品,诸如鲁迅的《从百草园到三味书屋》、朱自清的《春》、老舍的《济南的冬天》、茅盾的《白杨礼赞》等,这类作品的教学,其立足点应是指导学生认真阅读、用心品味、潜心揣摩其语言形象,从而培养、增强学生的语感,正如苏霍姆林斯基所说,语文教学的基础“就是要学生学会阅读、理解和感受文学原著”。
First, a number of bad language teaching behavior 1. Re-“knowledge” light “feeling.” Wang Li pointed out in the “Chinese Grammar Theory” that Western languages are rule of law and Chinese language is ruled by people. [1] That is to say, we must pay attention to the psychological factors, such as cognitive emotions, as the subjects of learning, and we must pay attention to the body’s taste and comprehension of language objects. We know that literary Chinese textbooks are generally verbal works of writer’s use of language expressions, such as Lu Xun’s “From Baicaoyuan to Sanwei Book House”, Zhu Ziqing’s “Spring”, Laoshe’s “Jinan Winter”, and Mao Dun. The Poplar Praise, etc., should be guided by students’ careful reading, intentional taste, and meticulous determination of their language image in order to cultivate and enhance their sense of language, as Sukhomlinski said. The foundation of Chinese teaching is “to learn how to read, understand, and feel the original works of literature.”