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对《项羽之死》中项羽形象的解读,我们习惯于先疏通文意,概括出“垓下之围”“东城快战”“乌江自刎”三个场面;然后设计问题,引导学生多方面分析项羽的思想性格及此文的写人方法。这种教学往往呈现出一种碎片化解读的状态,头绪杂乱,而教学常常由此陷入琐碎,缺乏整体性。如果能选择一个适合文本特点的角度切入,重锤敲击,再联引其余,广探深究,可以使解读深入且高效。刘熙载《艺概》云:“太史公
On the interpretation of Xiang Yu’s image in ”The Death of Xiang Yu“, we are accustomed to first dredging the text and summarizing the three scenes of ”Surrounding“, ”Fighting in the East City“ and ”Self-deprecating in the Wujiang River“ Guide students to analyze many aspects of Xiang Yu’s ideological character and writing method of this article. This kind of teaching tends to present a state of fragmented interpretation, disorderly, and teaching is often plunged into trivial, lack of integrity. If you can choose a suitable point of view of the characteristics of the text cut, hammer percussion, and then lead the rest of the extensive inquiry, you can make the interpretation of in-depth and efficient. Liu Xizai ”art outline“: ”Taishi Gong