论文部分内容阅读
文章内容大幅度增加,句型繁琐复杂是高中语文文言文的特点,文言文分值大量流失是学生考试现状,这两个教学现状使得文言文教学成为高中语文教学内容的难点。实际教学中,教师只是简单地引导学生背诵重要语句,指导学生翻译整篇文章,学生对文言文印象仅仅停留在“背诵”、“记忆”上,没能形成自主学习的能力,教学效果并不理想。针对这一现象,本文从加强诵读训练、设置课堂提问、指导学习方法、加强实践训练四方面谈高中文言文教学的一点体会。
The content of the essay has been greatly increased. The cumbersome sentence patterns are the features of Chinese essay in high school. The loss of classical essay scores is the status quo of students’ examination. These two teaching conditions have made it difficult for Chinese essay to become the content of Chinese essay in senior high school. In the actual teaching, the teacher simply guides the students to recite important sentences and guides the students to translate the whole article. The students simply stop at the “recite”, “memory”, and fail to form the self-learning ability. The teaching The effect is not ideal. In response to this phenomenon, this article from the strengthening of recitation training, set classroom questions, guide the learning methods, strengthen practice training in high school Chinese language teaching point of view.