【作者】 邓涛；

【导师】 夏志颖；

【作者基本信息】 西南大学 ， 学科教学（语文）（专业学位）， 2024， 硕士

【摘要】 文言文是中国古代思想文化的重要载体,具有巨大的文化艺术价值,是中学语文教学的重要内容。文言文字词是文言文的重要组成部分,在教学中发挥着关键作用。注重文言文字词教学,可以为初中生文言文阅读能力的提高奠定基础。本文通过收集文献资料整理后发现,对于文言文字词教学策略的研究,部分研究者重理念轻实践或者侧重文言文字词教学方法的研究,忽略教学目标、教学内容、教学评价的研究。教学与考试是分不开的,笔者认为在探讨初中文言文字词教学时理应结合中考真题,而目前仅有几位研究者对重庆中考文言文真题进行分析。因此,本文在探讨初中文言文字词教学策略时,可以深入展开对重庆近十年中考文言文真题的分析。正文分为五个部分:“绪论”部分主要阐述研究缘起,综述初中文言文字词教学方法研究、文言文字词特定词类教学研究、重庆中考文言文真题研究、其他省市中考文言文真题研究现状,强调了研究意义,指出了研究方法。第一章通过对部分学生和教师的调查揭示了初中文言文字词教学的实际情况,发现初中文言文字词教学中存在六个问题:学生学习兴趣待提高、学生被动学习压力大、学习缺乏方法效率低、教学目标设置较单一、教学内容选择有局限、教学方法传授不重视。接着从多个角度对每个问题进行归因分析。第二章对2015—2024年重庆中考文言文字词真题进行整理,从选文、题型、内容、答题情况四方面分析试题变化特点并得出三点教学启示:注重课内课外文言文联读、关注教学方法的理解运用、辩证看待中考对教学的影响。第三章针对文言文字词教学问题,基于2015—2024年重庆中考文言文真题的变化特点,结合2022年版义务教育语文课程标准,对初中文言文字词教学提出改进策略:首先,教师应立足新课程标准、学生学情,利用好教材中的助读系统全面把握初中文言文字词教学目标。其次,组织初中文言文字词教学内容时可以通过编订“初中课外文言文校内读本”提升学生文言文阅读能力,并在本节对课外文言文校内读本用法进行示例。然后,教师应按照系统化原则和适用性原则合理选择文言文字词七种教学方法:联系词语法、成语推断法、归纳比较法、语境推断法、语法推断法、对仗互译法、字源推测法,并整理了每一种教学方法的适用案例。最后,教学评价要适当转变,注意评价主体多元化、评价方式多样化。“结语”部分主要总结了本文的基本观点和研究的要点,讨论了研究的不足,并对初中文言文字词教学提出了未来的展望。更多还原

【Abstract】 Classical Chinese serves as a significant carrier of ancient Chinese thought and culture,possessing considerable cultural and artistic value and constituting an essential component of middle school Chinese teaching.Classical Chinese characters and words are a vital part of Classical Chinese and play a crucial role in instruction.Focusing on Classical Chinese words teaching can establish a foundation for junior middle school students to enhance their reading ability.After collecting and organizing the literature,this paper discovers that some researchers concentrate on the teaching strategies of Classical Chinese characters and words rather than practice or focus on the teaching methods of Classical Chinese characters and words,disregarding the teaching objectives,teaching content,and teaching evaluation.Teaching and examination are inseparable.The author contends that the teaching of Classical Chinese in junior middle school should be integrated with the actual questions in the senior middle school examination.However,only a few researchers have analyzed the actual questions in the Chongqing senior middle school examination.Therefore,when deliberating on the teaching strategy of Classical Chinese words in junior middle school,this paper can conduct an in-depth analysis of the genuine Classical Chinese questions in Chongqing over the past ten years.The text is divided into five parts:The "Introduction" section primarily elaborates on the reason for the research,summarizes the teaching approaches of Classical Chinese words in junior high school,the teaching research of specific parts of Classical Chinese words,the study of Chongqing high school entrance examination Classical Chinese actual questions,the study of other provinces and cities,emphasizes the research significance,and indicates the research method.The first chapter discloses the actual state of Classical Chinese teaching in junior middle school through the investigation of some students and teachers and finds that there are six issues in the teaching of Classical Chinese: students’ interest in learning requires improvement,students’ passive learning pressure is substantial,learning methods are inefficient,teaching objectives are relatively straightforward,teaching content selection is restricted,and teaching methods are not emphasized.Then,the attribution analysis of each problem is carried out from multiple perspectives.The second chapter sorts out the actual questions in Classical Chinese of the Chongqing high school entrance examination from 2015 to 2024,analyzes the changing characteristics of the questions from three aspects: text selection,question type,content and answers,and draws three teaching inspirations: pay attention to the joint reading of Classical Chinese inside and outside the classroom,pay attention to the understanding and application of teaching methods,and view the influence of the high school entrance examination on teaching dialectically.The third chapter aims at the teaching of Classical Chinese characters and words.Based on the changing characteristics of the actual Classical Chinese questions of the Chongqing High School Entrance Examination from 2015 to 2024 and in combination with the language curriculum standards of compulsory education in 2022,the author proposes improvement strategies for the teaching of Classical Chinese characters and words in junior middle schools: Firstly,teachers should be based on the new curriculum standards and students’ learning conditions and make good use of the reading aid system in the textbook to fully grasp the teaching objectives of Classical Chinese in junior middle school.Secondly,when organizing the teaching content of Classical Chinese words in junior middle school,students’ reading ability can be enhanced by compiling "Extracurricular Classical Chinese School Reading Books for Junior Middle School",and the usage of extracurricular Classical Chinese school reading books is illustrated in this section.Then,in accordance with the principles of systematization and applicability,teachers should reasonably select seven teaching methods of Classical Chinese characters and words: linking words,idiom inference,inductive comparison,context inference,grammar inference,antithesis translation,and word source inference,and sort out the application cases of each teaching method.Finally,teaching evaluation should be appropriately modified,with an emphasis on the diversification of evaluation subjects and evaluation methods.The "Conclusion" section mainly summarizes the basic viewpoints of this paper and the main points of the research,discusses the shortcomings of the research,and puts forward the future prospects of the teaching of Classical Chinese in junior middle school.更多还原