英语学习初中语文修辞教学摭谈_4518

1、Junior middle school Chinese rhetoric teaching in CollegesSun JinrongTo the teaching of rhetoric, points out the contents of the junior middle school Chinese teaching of rhetoric, one is through the specific language material analysis, let the students master the systematic knowledge of rhetoric; se

2、cond is to actively guide students for rhetorical practice. Three suggestions are proposed in the end, to properly consciousness of rhetoric knowledge teaching, eliminate students the mystery of rhetoric; second, we must pay attention to rhetoric teaching system; third, it is necessary to use the co

3、mparative teaching method, let students in contrast to experience increased.Rhetoric refers to the phenomenon that people use language to strengthen the effect of language expression in a specific language environment. Rhetoric in our language activities, as long as you write something or say someth

4、ing, which is like a voice, vocabulary and grammar, there must be a rhetorical.Since rhetoric is a kind of language phenomenon, and in our lives and not, then junior high school language teachers is necessary strengthen the teaching of rhetoric, let the students accept the rhetoric influence, so tha

5、t they can gradually master the use of rhetoric, and in the composition teaching in bold guiding students' practice, the gradual transformation is the ability to use the language. However, in the junior middle school language teaching, ignoring the rhetoric teaching not just a few teachers did n

6、ot cause education department in charge and Chinese educators due attention and suitable for junior high school students reading and teacher reference rhetoric knowledge books rarely, cause the teachers and students for a long time on the rhetoric of mystery. In the teaching, the teaching of rhetori

7、c, the rhetoric is to guide students to identify metaphor, personification, exaggeration, parallelism and so common. Our teaching of Chinese workers to rhetoric too narrow, ignoring the rhetoric as a linguistic phenomenon in a wide range of, that in addition to the figures of speech and words of tem

8、per, the choice of sentence patterns, different styles of language style, belong to the rhetorical category. And because of the teachers in teaching not clarifying the rhetorical use of rules and effect, will have a direct impact on the students interest in rhetorical practice. In view of this, the

9、author intends to talk about the three aspects of the junior high school language rhetoric teaching.First, the "Language Teaching Syllabus" and the requirements of teaching materialsMr. famous linguist Zhang Zhi Gong in the "rhetoric and rhetoric teaching" in the "preface&qu

10、ot; to clear explanation of rhetoric, the pursuit of the goal is "with the most economical language materials to convey the maximum amount of information, achieve the highest accuracy and understanding that received the largest expression effect." 1992 June the State Board of education to

11、develop the nine-year compulsory education full-time junior middle school Chinese Teaching Syllabus (Trial) "(hereinafter referred to as the" Outline "clearly pointed out:" know some necessary grammar and rhetoric knowledge, knowledge of literature, cultural knowledge and reading

12、 knowledge of listening and speaking. " The provisions of the junior middle school stage to grasp the "metaphor, personification, exaggeration, parallelism, antithesis, repetition, rhetorical question", "sentence pattern transformation and selection", concise, coherent, and

13、propriety "rhetoric. "Nine year compulsory education junior middle school language teaching outline examination explanation" pointed out: "the content of the rhetoric part has been increased. For a long time, rhetoric knowledge in Chinese teaching emphasis on positive rhetoric rh

14、etoric, and remain in a static description. This revision, the new syllabus add into the 'concise, consistent and appropriate' a, and the 'training' 'writing training' and 'talk' training corresponding to write into the 'according to the purpose, object, occasions

15、, diction is civilized, decent' two, which means knowledge teaching pay more attention to the application, all kinds of linguistic phenomena to analysis combining the contextual conditions. " 1 the people's education press according to the new "Outline" requirement, editing an

16、d publishing of the compulsory education three years of junior high school language textbook, absorbing the newest achievements of rhetorical teaching and research in recent years, in addition to the introduction of speech knowledge and cognitive figure training, more incorporated into the many &quo

17、t;basic rhetoric method" of knowledge essay and training, the basic set up suitable for the age of the junior high school students, psychological characteristics by words, syntax, rhetoric to a new sequence of the different styles of language style of the teaching of rhetoric. According to the

18、statistics, three years of junior high school language the textbook, rhetoric knowledge essay or involves rhetoric knowledge passage 18. In addition, in the "unit", "the focus of training (learning)", and "Preview", "self reading tips", "reading tips"

19、;, "understand", try to figure out the use of ", accumulate Association" and "practice learning", a total of 590 respectively on lexical, syntactic, rhetoric devices and different language style teaching and training put forward to make clear a requirement. See the spec

20、ific circumstances of the table: puts forward a content word sentence type speech lattice style puts the number of the units position tip 19 2 4 14 training will focus on 45 5 19 preview hint 25 3 11 14 self reading tips 1 21 10 17 reading tips 10 1 6 2 understanding of 8 3 20 4 figure analysis usin

21、g 85 30 to 40 9 accumulation Association 8 3 6 34 Lian Xi 40 11 17 24 $261 69 123 of 137From this, we can say that the compulsory education language syllabus and teaching materials improve the requirements of rhetoric teaching, increase the capacity of the teaching of rhetoric, and strengthen the tr

22、aining of the use of rhetoric knowledge. In a word, the position of rhetoric teaching in the whole junior middle school language teaching has been greatly improved.Two, junior high school Chinese rhetoric teaching contentMr. Liu Dabai 1932 in Mr. Chen Wangdao the rhetoric of science book preface lam

23、ented: "Chinese people when speaking, repair millions of years of speech, and in the composition of time, also has been revised for thousands of years in the dictionary, but actually did not know the so-called system of rhetoric." Liu sigh shows that prior to the rhetoric study of our coun

24、try has not adapted to social needs, on the other hand. He told us that since ancient times, rhetoric has been employing people consciously and unconsciously, it has universality and sociality. After a lapse of 60 years, China's junior high school language rhetoric teaching has been the educatio

25、n administrative department and the editor of the textbook home is not enough attention to more attention. But from the point of view of the current situation of the Chinese teaching of junior high school, the tendency of the narrow concept of in the mind of the Chinese teachers in the formation of

26、long-term rhetoric is a figure of speech and text of light language, a serious impediment to the rhetoric teaching in a positive and healthy development.What is the content of rhetoric teaching in junior middle school? Rhetoric studies for deep innovation, in how to popularize the enough, "high

27、brow", making junior middle school teachers of Chinese language in awe of the "rhetoric" and in teaching dominant position of teachers do not consider stimulates the student to study the rhetoric of interest, in order to improve the effect of rhetoric teaching, will lead to disconnect

28、ion of the syllabus and textbooks of rhetoric teaching requirements and teaching practice. The author believes that the teaching of Junior Chinese rhetoric learn content from two aspects: one is through the specific language material analysis, let the students master the systematic knowledge of rhet

29、oric; second is passed on to teach rhetoric basic knowledge at the same time, actively guide students to carry on rhetorical practice. Only in this way can we really improve the students' language ability.The junior middle school language teaching in our country at present is the three year comp

30、ulsory education language teaching material that is published by the people's education press. Textbooks into the selection of articles, are carefully screened by experts and scholars, but also to get the broad masses of the people to recognize the culture, science and art. Generally speaking, t

31、here is no right to say that there is no problem, but if it is not good, but where the good, why is the problem, you need to spend a great effort to study. Our country renowned linguist Lu Shuxiang in "on the grammar of" the research about the rhetoric said: "rhetoric is like wearing

32、clothes. Human body height FeiShou, clothes to fit; season spring, summer, autumn and winter clothes should be timely; men and women, old and young, material, color of the clothes are not the same. In short, each has the appropriate. Rhetoric is to stress that "the appropriate ', as figures

33、 of speech, had likened to the collar or cuff roll lace, or in pinned to the breast of a commemorative medallion is what is the nature of the icing on the cake." Lv Shuxiang's discussion of this section to give us the inspiration is that the evaluation of an article?Angry mother bunk yo cup

34、ped the ye Pashhur? Health, under the premise of the right content, can show the merits of the gap in terms of language, and the advantages and disadvantages of language is mainly reflected in rhetoric, and rhetoric and not just stay in the learning of figures of speech. As a result, it provides us

35、with a vast world of rhetoric teaching.The rhetoric phenomenon in Chinese Textbooks of junior high school is quite common, rhetoric examples can be found everywhere. In words and expressions temperance aspects, such as Bing Xin in the little orange lamp, have such a words: "I hurriedly from the

36、 machine next to the phone book to find the hospital number and asked her: 'get the doctor, I asked him to go to who?" She said, "you only say that Wang Chunlin is ill, and she will come."" Here, the pronoun of temper is very precise: I don't know the doctor is a man or a

37、 woman, so use refers to the pronoun "he" and the little girl know Dr Hu is a woman, so the article with the refers to the female pronoun "she". For the same person, the article used the "he" and "she", are suitable for the identity of the characters in the ar

38、ticle, with the appropriate. In the choice of sentence patterns, the textbook example is also a lot of. Such as: "general walked, he was looking at all the four side, the labor scene deeply excited." 3 this. Before the two clauses is active sentences, to the general statement object, a cla

39、use by passive sentences, to passive "him" as the object representations. In this way, the statement object three clause, sentence structure more clear and compact, the tone is more smooth. If the third clauses are not passive, effect is obviously much worse. As for the use of figures of s

40、peech, Chinese textbooks for junior high school students a lot of examples, which has attracted the enough attention to the teacher, here is not verbosity. Different styles of language style, in the teaching material has also been fully reflected. This is mainly manifested in the practical style, li

41、terary and artistic style of the two major categories of language characteristics and requirements of distinction. Practical style includes a wide range, many types, but are to solve practical problems, the language of the total requirement is concise, accurate, plain, a read and understand to deal

42、with work, to solve the problem. Literary style is to infect the readers through the artistic image, which is mainly characterized by the image and the concrete, the use of language requirements of vivid, vivid, and rich in some kind of fun. As in the teaching of the first unit of the "China St

43、one Arch Bridge", "Beijing Overpass", "short passage two" and "Paris bridge", as long as the guiding students to seriously analyze and compare the 5 is the same as the bridge,Different language styles are different, and the students will experience different styles

44、 of language. Materials for the analysis and comparison of the subject matter of the same, and the expression of different articles there are a lot of, as long as we guide students to analyze practice, students grasp the language style of different language style is not difficult.Guiding students fr

45、om the textbook, or other language rhetoric phenomenon learning rhetoric knowledge is a very important practice, but just stay in this area is not enough, should also the students master the rhetoric of some basic knowledge of the case, let the students rhetoric in the language of their own learning

46、, so as to mobilize the enthusiasm of students learning rhetoric, so that their language skills improve, the expression of thoughts and feelings of sublimation. In the past 10 years, the author has been firmly in the teaching of writing to guide students to carry out rhetorical practice, and receive

47、d a significant effect. Each student completed a composition, teachers generally do not rush to correct, but a few days after the composition of the hair down, to allow students to read, find and "theme taste" is not consistent with the, and then guide them from the aspects of words, synta

48、x, rhetoric, style modified color lip, cultivate the students awareness of rhetoric. Students in the composition of the gradual to consciously follow the principle of rhetoric, improve language performance, improve the composition of the rapid, there are a lot of students in the junior high school w

49、ill be able to publish works.Three, to strengthen the rhetoric teaching a few ideasJunior high school Chinese rhetoric teaching content appear to be normal, but it really implement to teaching is not an overnight thing, which requires teachers according to the requirements of the syllabus and teachi

50、ng materials, to the person, teach students in accordance with their aptitude. Through nearly 10 years of exploration and thinking, the author believes that from the following three aspects, can effectively strengthen the rhetoric teaching.(a) the teaching of the teachers' teaching of rhetoric k

51、nowledge appropriately can eliminate the students' sense of mystery. Such as telling "Laoshan community", the students of "it was late, hungry, tired and many people cried, cursing them. The dawn was pushed up, saying it was ready to send. Someone to send rice up, no matter twenty

52、-one or three seven, grab a bowl to eat, a section of the "called", "Curse", "grab" three words do not understand. The teacher here can speak a few words, tell them that the three word is derogatory words used, which belongs to the category of rhetoric. They write the R

53、ed Army soldiers, does no harm to the image of their tall, on the contrary. It is true exactly wrote to the north of the Red Army soldiers Anti Japanese enthusiasm and they are not afraid of difficulties and obstacles and will and revolutionary spirit of optimism. Why did the Red Army soldier "

54、call up, scold up?" Because "the afternoon to start along the valley to go up, start time is not long, and time is tight, and heavy task that crosses eager; in front of don't know why walk, the long time had only gone a few steps, but also stop," tired "," the color of t

55、he sky late, hungry ", and crosses the tasks necessary to postponed the completion of. In this case, the soldiers of the "call", "Curse" is when the real situation of narration and description, give a person with simple beauty. In preparation for departure, the soldiers to g

56、rab a bowl to eat is to rushed off, in the face of difficulties and hardships, the Red Army soldiers are so brave and optimistic, and give a person with majestic beauty. The teacher makes such an analysis, the student is to "this is the figure of speech" be sure to be amazed. In this case,

57、 teachers should timely Coaching: students for a long time that rhetoric metaphor, exaggeration, row is less comprehensive than the use of figures of speech and so on. We speak to write articles, intentionally or unintentionally, are in the use of rhetoric and rhetoric have in our daily life.(two) t

58、he system of rhetoric teaching. The content of rhetoric teaching in junior high school language teaching material is rich and colorful, due to the age characteristics of junior high school students, junior high school language teaching can not spend the main energy to tell the rhetoric of the abstra

59、ct principles and principles. Based on the requirements of the "Outline" to teach Chinese language knowledge should follow a concise, easy to understand, useful principle, as far as possible and the text combined contact students reading, writing, listening and said the actual ", teac

60、hing rhetoric knowledge not according to certain system arrangement out, but with practice learning introduced, which requires teachers use textbooks of rhetoric teaching should have an overall arrangement, the rhetoric teaching and reading teaching and writing teaching basically coordinate. General

61、ly speaking, first can focus on words of temper and metaphor, personification, hyperbole, parallelism and other knowledge teaching; the teaching of junior middle school key sentence selection and dual, repeated, rhetorical question, rhetorical question and so on; the grade of rhetoric teaching focus should be placed on the body and different style, language style, and knowledge "concise, coherent and, while paying attention to cultivating the students' comprehensive ability of using rhetoric.(three) using the method of comparative teaching, so that students in the compari