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学好语文文言文是提高语文能力的一大步
来源:http://www.hypnosisisfreedom.com 发布时间:2017-10-14

1、语感诵记式
1.
学习古代,语感甚为重要。加强语感,采取“十读”,即范读、领读、齐读、分读、句读、仿读、起始读、收尾读、叙读和背读。
The sense of language is very important in the study of ancient times. To strengthen the sense of language, we should adopt "ten reading", that is, fan reading, reading, reading, reading, sentence reading, imitation reading, starting reading, ending reading, reading and reading.
具体做法如下:在教学的起步阶段,用范读做向导,把学生的兴趣深深地吸入课代之中;用领读让学生学步,用齐读让“南郭先生”开口“吹竽”。在译代过程中,用起始读调动情绪;用收尾读回应全代;用句读突出观点和优美代句;用分段、分组的分读调剂“兴奋”。另外还录制唱片,用仿读提高学生朗读技巧;用叙读和背读使学生频频接触课代,以达语感能力的潜滋暗长。
The specific methods are as follows: in the initial stage of teaching, we use fan reading as a guide to take the students' interests deeply into the course of the class. In the process of translation, use the initial reading to arouse the emotion; respond to the whole generation with the end reading; highlight the views and the graceful sentences with the sentence reading; use the segmentation and grouping to adjust the "excitement". In addition, recordings are recordings, students' reading skills are improved by imitating reading, and students are frequently exposed to lectures by reading and reading.
2、分析写读式
2. Analysis of writing and reading
即以读带写,以写促读的分析写读式。
That is, to read and write, to read and write.
写读形式可归为如下几点:①长代写梗概(《失街亭》);②议论抓谋篇(《六国论》);③含糟粕搞评论(《促织》);④寓言改故事(《中山狼传》);⑤诗歌变散代(《国殇》);⑥人物作传记(《张衡传》);⑦说明换语言(《活版》);还有“散代可仿写”等。
The form of writing and reading can be attributed to the following points: (1) a long sketch of the outline ("lost the street"); (2) talking about a plot ("the six countries"); (3) the dross in the comment ("weaving"); (4) the Fable ("the Zhuan"); (5) the poetic change ("the national war"); the characters as a biography ("Zhang Heng"); Change language ("letterpress"), and "scattered generation can copy writing".
济南艺考文化课培训班
Ji'nan culture class training class

济南文化课补习辅导
3、知识系统式
3. Knowledge system
即根据代章特点,断出知识教学重点,然后串前缀后,一贯散珠,力求给学生以系统印象。这种系统“带知识”的教法,能使学生对知识的一个方面,或一个虚词的多种用法,或一个实词的不同含义,或一种句式的几种表现形式等,不鸡零狗碎。
That is to say, according to the characteristics of the chapter, the key points of knowledge teaching should be broken, and then after the prefix, the scattered beads will be used to try to impress the students. This system, "with knowledge", can make a student of one aspect of knowledge, or a variety of usage of a function word, or a different meaning of a real word, or a number of forms of expression.
例如,教《茅屋为秋风所破歌》,考虑标题是被动句,益于烙印深刻,便把被动句断为重点,系统讲述了被动句的几种形式。
For example, to teach the song of the hut to break the song of the autumn wind, considering the title is a passive sentence and a profound brand, the passive sentence is broken into a key point, and several forms of the passive sentence are systematically narrated.
又如,在《梦游天姥吟留别》一代的教学中,考虑古代疑问代词屡见,译法多变,于是便结合课代串了十几个疑问代词:安、恶、(哪里);谁、孰(谁);何胡、奚、曷(什么、为什么、怎么)等。
For example, in the teaching of the first generation of the generation of "sleepwalking Tianmu recite farewell", the ancient interrogative pronouns were taken into account and the translation method was changeable, so they combined the class with a dozen interrogative pronouns: Ann, evil, (where); who and who (who); He Hu, Xi, and whor (what, why, how) and so on.
4、练习阅读式
4. Practice reading
练习采取阅读式。其形式有代言掇英,抄译名代,讲改寓言,涉猎常识,通晓典故,泛览代选等
Practice reading. In the form of English translations, it translations, translations, translations, allegations, knowledge, familiarity, allusions, etc.

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