- 上一篇：幼儿园师幼互动角色定位策略
- 下一篇：我国青少年逆反心理剖析
摘 要:文言文教学普遍存在课堂氛围沉闷，师生感觉无趣的情况，究其缘由不难发现有以下几点：学生自小学习白话文与初中古代汉语学习难以自然衔接；文言文教学目标安排缺乏循序渐进；教师讲授方式呈单一固化；教师无法站在学生的角度，构建学生乐学的文言文教学模式等问题。面对并不乐观的教学局面，依据初、高中同学们的认知以及学习特点，我相应的提出在文言文教学中，教师应当自我提升，文言文教学应根据学生认知特点，尽早接触并学习；学习过程应当合理安排、循序进；树立与学生共同学习的意识，个性化教学，适当拒绝“可复制的成功模式”；增加课堂的“有趣”和“有用”，提高学生学习兴趣等教学方法。62812
毕业论文关键词:文言文；教学；个性化；传承
I some ideas to the teaching of writings in classical style
Abstract: Writings in classical style teaching exists generally dull classroom Writings in classical style teaching exists generally dull classroom atmosphere, teachers and students feel boring, investigate its reason is found to have the following: students learning Chinese since childhood and nature of middle ancient Chinese learning is difficult to join; Writings in classical style teaching goals lack of step by step; Teachers teaching mode is a single curing; Teacher can't stand in the perspective of students, build students' academic writings in classical style teaching mode and so on. Facing the teaching situation is not optimistic, on the basis of early, high school students' cognitive characteristics and learning, I accordingly put forward in the writings in classical style teaching, teachers should be self-improvement, writings in classical style teaching should be based on students' cognitive characteristics, as soon as possible contact and learning; Learning process should be reasonable arrangement, step by step; Set up together with the students consciousness of learning, personalized teaching, appropriate refused to the success of "replicable model". More "interesting" and "useful" in class, the teaching method of improving the students' learning interest.
Key Words: The writings in classical style; Teaching; Personalized; Inheritance
目 录
摘 要1
Abstract…1
前 言…1
一、文言文学习分阶段2
（一）教学宜尽早2
（二）教学需渐进3
二、文言文教学个性化…4
（一）适当拒绝“可复制的成功模式”…4
（二）文言文教学之“趣”5
（三）文言文学习之“用” 6
三、文言文熏陶与传承 6
结语 8
参考文献8
致谢9
我对文言文教学的几点想法
前言
在中华五千年的历史长河中，文言文以其简练的行文、精准的表达记录了中国的悠久历史文化。众所周知，文言文必须经由适当的训练才能够了解其中的含义，加之写作的困难、表达形式的单一，在1919年五四运动后为白话文所取代。但文言文并未因此退出历史舞台。在教科书中，文言文依然作为教学的重头戏之一，且多集中于初中阶段开始学习。《纲要》中的教学目标规定“培养学生欣赏浅易文言作品的能力和兴趣”、“锻炼学生阅读普通文言书籍的能力”。可以发现，在文言文教学中培养、发掘学生学习文言文的兴趣以及阅读文言文的能力是很有必要的。然而，当代学生自小接受现代汉语教育，突然接触文言文，对他们来说具有一定难度。如何教好文言文，让学生好学、乐学，成为教师和学生需要共同面对的问题。以下我将对文言文教学几点想法进行系统的阐述。