两岸初中语文教材文言文精读与略读篇目适配性对比及启示
|
摘要
初中语文教材文言文选文包括精读篇目和略读篇目,精略读篇目需要在"质"上具有内在关联,在"量"上具有合理的组配关系,两者之间才具有适配性,以保证文言知识的合理复现以及文言语感的培养。在"质"和"量"的前提下,还需思考在教材中精略读篇目如何编排才能更好地实现上述目标。本文基于语料库,对两岸六套初中语文教材文言文精读与略读篇目进行定量统计,对比两岸略读篇目编排方式、数量及篇幅的异同,并以强、中、弱三类关联度为标准,对两岸精略读篇目间的关联性进行深入比较。在此基础上,提出文言文精读与略读篇目的改进建议,为教材的合理编写提供参考,同时也为课程标准的落实与完善提供启示。
the selected texts of classical Chinese in junior middle school Chinese textbooks include intensive reading and skimming reading.They need to have the intrinsic relationship in quality and the reasonable composition relationship in quantity in order to ensure the reasonable reappearance of classical Chinese knowledge and the cultivation of classical Chinese language sense.Based on "quality" and "quantity", we also need to think about the compiling of intensive reading and skimming reading in Chinese textbooks in order to better achieve the goal of the above. Based on the corpus, this paper conducts quantitative statistics on the intensive reading and skimming reading of six sets of textbooks of cross-straits junior middle school Chinese textbooks, and compares the similarities and differences in the compiling, quantity and length. Based on the standard of three correlative degrees of strength,medium and weakness, this paper makes an in-depth comparison of the relevance between intensive reading and skimming reading.On this basis, it puts forward suggestions for improvement in order to provide a reference for the rational preparation of textbooks. At the same time, it also provides enlightenment for the implementation and perfection of curriculum standards.
the selected texts of classical Chinese in junior middle school Chinese textbooks include intensive reading and skimming reading.They need to have the intrinsic relationship in quality and the reasonable composition relationship in quantity in order to ensure the reasonable reappearance of classical Chinese knowledge and the cultivation of classical Chinese language sense.Based on "quality" and "quantity", we also need to think about the compiling of intensive reading and skimming reading in Chinese textbooks in order to better achieve the goal of the above. Based on the corpus, this paper conducts quantitative statistics on the intensive reading and skimming reading of six sets of textbooks of cross-straits junior middle school Chinese textbooks, and compares the similarities and differences in the compiling, quantity and length. Based on the standard of three correlative degrees of strength,medium and weakness, this paper makes an in-depth comparison of the relevance between intensive reading and skimming reading.On this basis, it puts forward suggestions for improvement in order to provide a reference for the rational preparation of textbooks. At the same time, it also provides enlightenment for the implementation and perfection of curriculum standards.
引文
[1]沈红.略读的涵义、价值及教学策略[J].课程·教材·教法,2007(1):43-45.
[2]施茂枝.略读课文的真相[J].福建论坛(社科教育版),2010(1):50-53.
[3]欧治华.语文略读定位的历史考察与课程建构[J].华南师范大学学报(社会科学版),2015(3):55-61.
[4]李斌.新课标理念下初中略读课文的有效教学初探[D].陕西师范大学硕士学位论文,2013.
[5]夏惠贤,赵静.沪台初中语文教科书文言文编排的比较分析——以上教版和翰林版为例[J].上海教育科研,2010(12):55-57.
(1)台湾国中语文教材称“国文”。为称说方便,文中统一称为初中语文教材。
(1)需要说明的是,我们在统计北师大版略读篇目时,是将只要与某一课相照应的,不管是几篇文言文,都只算作1篇。而实际情况是,与某一课相对应的略读篇目往往不只1篇。如九上第二单元“感悟艺术”第4课《琵琶行(节选)》,在“比较探究”中配有主题相近的《李凭箜篌引》,“拓展阅读”中配有主题相近的《口技》。如果将略读篇目按独立的“篇”来计算,共有38篇,数量超过了精读篇目总数的近三分之一,其中有36篇都与精读篇目相关。
(1)略读篇目在主题、文体、时代、作者中的任何一个维度与精读篇目产生关联,都算作精读与略读相关篇目。
(1)刘国正.叶圣陶教育文集(卷三)[C].北京:人民教育出版社,1994:254.
(2)胡明扬.语言知识和语言能力[J].语言文字应用,2007年第3期:6.
(3)胡明扬.语言知识和语言能力[J].语言文字应用,2007年第3期:7.
(4)李节.按照学习书面语的规律教语文——北京大学中文系教授陆俭明访谈[J].语文学习,2016年第3期:11.
[2]施茂枝.略读课文的真相[J].福建论坛(社科教育版),2010(1):50-53.
[3]欧治华.语文略读定位的历史考察与课程建构[J].华南师范大学学报(社会科学版),2015(3):55-61.
[4]李斌.新课标理念下初中略读课文的有效教学初探[D].陕西师范大学硕士学位论文,2013.
[5]夏惠贤,赵静.沪台初中语文教科书文言文编排的比较分析——以上教版和翰林版为例[J].上海教育科研,2010(12):55-57.
(1)台湾国中语文教材称“国文”。为称说方便,文中统一称为初中语文教材。
(1)需要说明的是,我们在统计北师大版略读篇目时,是将只要与某一课相照应的,不管是几篇文言文,都只算作1篇。而实际情况是,与某一课相对应的略读篇目往往不只1篇。如九上第二单元“感悟艺术”第4课《琵琶行(节选)》,在“比较探究”中配有主题相近的《李凭箜篌引》,“拓展阅读”中配有主题相近的《口技》。如果将略读篇目按独立的“篇”来计算,共有38篇,数量超过了精读篇目总数的近三分之一,其中有36篇都与精读篇目相关。
(1)略读篇目在主题、文体、时代、作者中的任何一个维度与精读篇目产生关联,都算作精读与略读相关篇目。
(1)刘国正.叶圣陶教育文集(卷三)[C].北京:人民教育出版社,1994:254.
(2)胡明扬.语言知识和语言能力[J].语言文字应用,2007年第3期:6.
(3)胡明扬.语言知识和语言能力[J].语言文字应用,2007年第3期:7.
(4)李节.按照学习书面语的规律教语文——北京大学中文系教授陆俭明访谈[J].语文学习,2016年第3期:11.