试论中学语文教学中的修辞教学
摘要
本文鉴于目前中学语文教学中修辞教学的实际情况,从三个方面探讨了在教学中修辞教学的有关问题。
第一部分从修辞与中学语文教学的关系出发,论述了修辞教学在中学语文教学中的地位和作用以及二者之间的紧密关系:修辞与语文教学面对共同的现代汉语;修辞和语文教育在对语言运用上的要求是一致的;修辞和语文都遵循和适应着语言自身的发展,并促进着语言的发展;语文教学中的语言必须了解修辞规律。通过它们之间关系的确定,指出语文教学的进一步发展就是走上“修辞学、风格学”的道路。
第二部分从修辞教学的现状出发,对现有的修辞教学进行了一定的反思。老师们在进行修辞教学的时候,往往在一定程度上忽略了修辞的实质,仅通过辞格的解释和辨认,来让学生掌握修辞知识,缺少了语言运用的训练,缺少了语言艺术的品味,使得本应服务于语言交际和语言艺术的修辞学的知识变得死板;本来应该服务于语文的修辞手法变得难以运用甚至不会运用;本应灵活于听说读写训练的修辞教学,仅仅限于在出现辞格时的讲述,修辞的训练也显得简单化、公式化。
第三部分,针对问题提出了一些建议。笔者认为修辞教学在现有的基础上有如下改进的方法:明确教学意义,抓住修辞实质;在教学过程中,灵活修辞教学的方法提高语言的品味能力和语言的运用能力;通过修辞教学,达到教学的更高的目的———开拓思维。当然这些建议还有待商榷,仅供参考。
在第一部分之前有引言,主要谈到选题的缘由、目的和意义,是为了让修辞教学完全散发其个性化和艺术化的魅力,真正的为语文教学服务。在第三部分后,有结语,是笔者对本文的小结和笔者的一点感想。
For the present situation existing in the rhetoric teaching in Chinese teaching of middle schools, the paper discusses the related issues about the teaching of rhetoric from three aspects.
The first part starts from the relationship between rhetoric and the Chinese teaching in middle schools expounds the position and function of rhetoric teaching in the Chinese discipline in middle schools and their close connection. That is, the rhetoric and Chinese teaching face the common modern Chinese; the requirements of rhetoric and Chinese education on linguistic application are identical because both the rhetoric and Chinese adhere to the development of language and promote the development of language. The linguistic study in the Chinese teaching must understand rhetoric law. Knowing their relationship, we can pinot out that the further step of Chinese teaching is to study“rhetoric, genre”.
The second part starts from the status quo of the teaching of rhetoric and makes certain reflection on the present teaching of rhetoric. When the teachers conduct the teaching of rhetoric, they usually neglect the essence of rhetoric and they just explain and identify figures of speech in order to make students master rhetorical knowledge. Thus students lack the training of linguistic application and the tasting of linguistic art. The rhetorical knowledge that should serve linguistic communication and art becomes inflexible. The rhetorical devices that should serve Chinese become difficult to use. The teaching of rhetoric that should be flexible in listening, speaking, reading and writing only appears in the accounting of figures of speech. These entire male the rhetoric be simplified and stereotyped.
The third part put forward some suggestions in view of problems. The author thinks that there are some methods to improve present rhetorical teaching, that is, to clarify teaching significance, to seize the essence of rhetoric, to improve the ability of tasting language and using language by using teaching methods flexibly. The final aim of the teaching of rhetoric is to reach a higher level—broaden the thought.
The introduction mainly talks about the reason of choosing the topic, the purpose and significance. The paper aims at making the teaching of rhetoric completely give out the charm of its individuality and art and really serve the Chinese teaching. After the third part, the author makes a short summary of the paper and adds her own thoughts.
第一部分从修辞与中学语文教学的关系出发,论述了修辞教学在中学语文教学中的地位和作用以及二者之间的紧密关系:修辞与语文教学面对共同的现代汉语;修辞和语文教育在对语言运用上的要求是一致的;修辞和语文都遵循和适应着语言自身的发展,并促进着语言的发展;语文教学中的语言必须了解修辞规律。通过它们之间关系的确定,指出语文教学的进一步发展就是走上“修辞学、风格学”的道路。
第二部分从修辞教学的现状出发,对现有的修辞教学进行了一定的反思。老师们在进行修辞教学的时候,往往在一定程度上忽略了修辞的实质,仅通过辞格的解释和辨认,来让学生掌握修辞知识,缺少了语言运用的训练,缺少了语言艺术的品味,使得本应服务于语言交际和语言艺术的修辞学的知识变得死板;本来应该服务于语文的修辞手法变得难以运用甚至不会运用;本应灵活于听说读写训练的修辞教学,仅仅限于在出现辞格时的讲述,修辞的训练也显得简单化、公式化。
第三部分,针对问题提出了一些建议。笔者认为修辞教学在现有的基础上有如下改进的方法:明确教学意义,抓住修辞实质;在教学过程中,灵活修辞教学的方法提高语言的品味能力和语言的运用能力;通过修辞教学,达到教学的更高的目的———开拓思维。当然这些建议还有待商榷,仅供参考。
在第一部分之前有引言,主要谈到选题的缘由、目的和意义,是为了让修辞教学完全散发其个性化和艺术化的魅力,真正的为语文教学服务。在第三部分后,有结语,是笔者对本文的小结和笔者的一点感想。
For the present situation existing in the rhetoric teaching in Chinese teaching of middle schools, the paper discusses the related issues about the teaching of rhetoric from three aspects.
The first part starts from the relationship between rhetoric and the Chinese teaching in middle schools expounds the position and function of rhetoric teaching in the Chinese discipline in middle schools and their close connection. That is, the rhetoric and Chinese teaching face the common modern Chinese; the requirements of rhetoric and Chinese education on linguistic application are identical because both the rhetoric and Chinese adhere to the development of language and promote the development of language. The linguistic study in the Chinese teaching must understand rhetoric law. Knowing their relationship, we can pinot out that the further step of Chinese teaching is to study“rhetoric, genre”.
The second part starts from the status quo of the teaching of rhetoric and makes certain reflection on the present teaching of rhetoric. When the teachers conduct the teaching of rhetoric, they usually neglect the essence of rhetoric and they just explain and identify figures of speech in order to make students master rhetorical knowledge. Thus students lack the training of linguistic application and the tasting of linguistic art. The rhetorical knowledge that should serve linguistic communication and art becomes inflexible. The rhetorical devices that should serve Chinese become difficult to use. The teaching of rhetoric that should be flexible in listening, speaking, reading and writing only appears in the accounting of figures of speech. These entire male the rhetoric be simplified and stereotyped.
The third part put forward some suggestions in view of problems. The author thinks that there are some methods to improve present rhetorical teaching, that is, to clarify teaching significance, to seize the essence of rhetoric, to improve the ability of tasting language and using language by using teaching methods flexibly. The final aim of the teaching of rhetoric is to reach a higher level—broaden the thought.
The introduction mainly talks about the reason of choosing the topic, the purpose and significance. The paper aims at making the teaching of rhetoric completely give out the charm of its individuality and art and really serve the Chinese teaching. After the third part, the author makes a short summary of the paper and adds her own thoughts.
引文
[1]陈望道.修辞学发凡[D].上海教育出版社,1976 年版
[2]张弓. 现代汉语修辞学[D].河北教育出版社 1993 年
[3]陈望道.陈望道语文论集[D]
[4]林裕文.修辞与逻辑、语法的关系[D].《语文知识》1957 年版
[5]倪宝元.语言学与语文教育[D].上海教育出版社 1995 年 4 月第 1 版
[6]庄文中.中学语文教学研究[D].广东教育出版社 1999 年 12 月第 1 版
[7]张炼强.修辞论稿[D].人民教育出版社 2000 年 6 月第 1 版
[8]张炼强.表达的需要对汉语某些语法规则的形成和发展影响[D].北京大学出版社,1985年出版
[9]郑子瑜.中国修辞学史稿[D].上海教育出版社,1984 版
[2]张弓. 现代汉语修辞学[D].河北教育出版社 1993 年
[3]陈望道.陈望道语文论集[D]
[4]林裕文.修辞与逻辑、语法的关系[D].《语文知识》1957 年版
[5]倪宝元.语言学与语文教育[D].上海教育出版社 1995 年 4 月第 1 版
[6]庄文中.中学语文教学研究[D].广东教育出版社 1999 年 12 月第 1 版
[7]张炼强.修辞论稿[D].人民教育出版社 2000 年 6 月第 1 版
[8]张炼强.表达的需要对汉语某些语法规则的形成和发展影响[D].北京大学出版社,1985年出版
[9]郑子瑜.中国修辞学史稿[D].上海教育出版社,1984 版