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辨析与修改病句教学属于语法教学的一部分,是高中语文教学中必不可少的环节。然而通过阅读《普通高中课程标准(实验)》、《2010年全国新课程高考考试大纲:语文》和《中学语法教学实施意见》不难发现,这三份教育文件虽然对高中语文辨析与修改病句教学提出了要求,但是表述非常简单,且缺乏在具体教学方法、考核方式以及相关教学理论等方面的指导。教育文件中缺乏具体指导,那么实际教学情况又如何呢?现状是教师并未对辨析与修改病句教学给予足够的重视,不仅严重压缩课时,所使用的教学资源也过于固定,致使现行辨析与修改病句教学呈现较强的应试性。如此教学方式自然也会影响学生的学习效果。学生普遍忽视辨析与修改病句,做题过分依赖语感,且得分情况呈现不稳定性针对以上教学现状,笔者从四个角度进行分析阐述高中语文辨析与修改病句教学的问题。
Discriminating and modifying the teaching of the ill-posed sentences is part of the grammar teaching and is an indispensable part of the high school Chinese teaching. However, it is not hard to find out that reading these three kinds of educational documents can distinguish and modify the Chinese sentences in senior high school through reading “Ordinary Senior High School Curriculum Standards (Experiment)”, “2010 National New Curriculum Entrance Examination Syllabus: Chinese” and “High School Grammar Teaching Implementation Opinions” Teaching requirements, but the expression is very simple, and the lack of specific teaching methods, assessment methods and related teaching theory guidance. The lack of specific guidance in the education documents, then the actual teaching situation? What is the status quo? Teachers did not discriminate and modify the ill-advised teaching given enough attention, not only serious compression class, the teaching resources used are too fixed, resulting in the current analysis and modification The teaching of disease sentences shows a strong examination-oriented. This teaching will naturally affect the learning outcomes of students. Students generally ignore the analysis and modification of disease sentences, excessive dependence on language problems, and score instability. In view of the above teaching status, the author analyzes and interprets the problem of high school Chinese discrimination and modification of the teaching of the disease from four perspectives.