两岸初中语文教材文言文语言知识类练习对比研究
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摘要
对比分析了两岸6套初中语文教材文言文语言知识类练习。两岸教材语言知识类练习在总练习中占比不大,内容包括词语、句子、修辞、语法、语音、文字。词语类练习占比都是最高的,其次是句子类练习,除此之外,两岸教材在练习内容的有无和详略上存在差别。各套教材在练习的选择与设计上并无定规,共有练习项所包含的具体语言知识也不尽相同。大陆教材偏重记忆性练习,利于基础知识的积累,但应用性练习基本阙如。台湾教材理解与应用性练习数量较多,注重语言知识的迁移与语言能力的培养,但记忆性练习普遍缺乏。现有的练习类型在年级分布上难以体现出难易梯度,层级性有待加强。台湾教材在练习的灵活性、趣味性、引导性上的做法值得借鉴。
this paper conducts a comparative analysis of the language knowledge exercises of classical Chinese in six sets of junior high school Chinese textbooks between mainland China and Taiwan. Language knowledge exercises account for a small proportion of the total exercises, including words, sentences, rhetoric, grammar, pronunciation and characters. Vocabulary exercises account for the highest proportion, followed by sentence exercises. In addition, there are differences in the exercise content between them.There are no rules in the selection and design of exercises in each set of textbooks, and the specific language knowledge contained in the common exercises also differ. Mainland's textbooks lay particular stress on memory exercises, which are beneficial to the accumulation of basic knowledge, but there are few practical exercises. A large number of comprehension and practical exercises occur in Taiwan's textbooks, which emphasize the language knowledge transfer and the cultivation of language ability, but they generally lack memory exercises. The existing exercises types can hardly reflect the difficulty gradient in grade distribution, and the hierarchy needs to be strengthened. The practice of flexibility, interest and guidance in Taiwan's textbooks is worth learning.
this paper conducts a comparative analysis of the language knowledge exercises of classical Chinese in six sets of junior high school Chinese textbooks between mainland China and Taiwan. Language knowledge exercises account for a small proportion of the total exercises, including words, sentences, rhetoric, grammar, pronunciation and characters. Vocabulary exercises account for the highest proportion, followed by sentence exercises. In addition, there are differences in the exercise content between them.There are no rules in the selection and design of exercises in each set of textbooks, and the specific language knowledge contained in the common exercises also differ. Mainland's textbooks lay particular stress on memory exercises, which are beneficial to the accumulation of basic knowledge, but there are few practical exercises. A large number of comprehension and practical exercises occur in Taiwan's textbooks, which emphasize the language knowledge transfer and the cultivation of language ability, but they generally lack memory exercises. The existing exercises types can hardly reflect the difficulty gradient in grade distribution, and the hierarchy needs to be strengthened. The practice of flexibility, interest and guidance in Taiwan's textbooks is worth learning.
引文
[1]顾振彪.文言文教学的问题与对策[J].课程·教材·教法,2016(5):11.
[2]中华人民共和国教育部.义务教育语文课程标准(2011年版)[S].北京:北京师范大学出版社,2012:2.
[3]顾黄初,顾振彪.语文课程与语文教材[M].北京:社会科学文献出版社,2001:122-124.
[4]顾之川.关于语文工具论的思考[J].山东师范大学学报(人文社会科学版),2013(4):9.
[5]刘大为.语言知识、语言能力与语文教学[J].全球教育展望,2003(9):17.
[6]孙德金.现代汉语书面语中文言语法成分的界定问题[J].汉语学习,2012(6):3.
[7]王宁.文言与白话——谈中学语文的文言文教学[J].语文建设,2004(12):6.
(1)不管1课中包含几篇文言文,都只按1课计算。
(1)指各语言知识点练习在语言知识类练习中的占比。
(2)指语言知识类练习在总练习中的占比。
[2]中华人民共和国教育部.义务教育语文课程标准(2011年版)[S].北京:北京师范大学出版社,2012:2.
[3]顾黄初,顾振彪.语文课程与语文教材[M].北京:社会科学文献出版社,2001:122-124.
[4]顾之川.关于语文工具论的思考[J].山东师范大学学报(人文社会科学版),2013(4):9.
[5]刘大为.语言知识、语言能力与语文教学[J].全球教育展望,2003(9):17.
[6]孙德金.现代汉语书面语中文言语法成分的界定问题[J].汉语学习,2012(6):3.
[7]王宁.文言与白话——谈中学语文的文言文教学[J].语文建设,2004(12):6.
(1)不管1课中包含几篇文言文,都只按1课计算。
(1)指各语言知识点练习在语言知识类练习中的占比。
(2)指语言知识类练习在总练习中的占比。