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纵观教材中的文学作品,不难发现:精采的文面无不有熠熠生辉的美点,而生动的形象——人物形象、自然形象、虚幻形象——无不透过斑斑美点,渗流出美的意蕴,折射出时代的灵光。故而在文学作品教学中,吃透教材,准确捕捉其中的班斓美点,契进深入,引导学生逐级审美,以还原课文中美的形象,不失为语言训练、艺术熏陶的一种有效方式。 扣住美点施教,要津有二。 一、美点的捕捉 教材作品的美点,或藏或露,或明或晦,或刚或柔,其存在的方式和价值的取向各有不同。教师应从文学作品的基本特质(形象思维、语言艺术)出发,扣住具体课文的表述要素(小说的人物、情节、环境,戏剧的矛盾冲突、个性化语言,散文的形与神,诗歌的意境、炼字修辞等等),析出融于作品之中的美的个性、美的品貌、美的语言、美的意境、美的意象、美的
Looking at the literary works in the textbooks, it is not difficult to find that all the brilliant texts are bright and beautiful, and the vivid images—character images, natural images, and illusion images—are all through the beautiful spots and seep through the beautiful. Implications reflect the aura of the times. Therefore, in literary teaching, it is an effective way of language training and artistic influence to thoroughly understand textbooks, accurately capture the beauty of classes, and deepen the continuation, and guide students to level up the aesthetics, in order to restore the image of the Sino-American image. There are two ways to hold on to teaching beauty. 1. The capture of the beauty points The beauty of the works of the teaching materials, either hidden or exposed, or bright or bright, or just or soft, varies in the way of their existence and value. Teachers should start from the basic characteristics of literary works (image thinking, language arts), and hold fast to the elements of the specific text (character, plot, environment of the novel, contradictions and conflicts of the drama, personalized language, the shape and spirit of prose, the mood of poetry. , the rhetoric of rhetorical characters, etc.), the beauty of beauty, the beauty of beauty, the language of beauty, the artistic conception of beauty, the image of beauty, and the beauty