例谈语文教科书中文言选文注释歧解问题的教学处理
On Teaching Strategies for Addressing Divergent Interpretations of Classical Chinese Annotations in Language Textbooks
张钧1
作者信息
- 1. 内蒙古师范大学 文学院,内蒙古 呼和浩特 010022
- 折叠
摘要
语文教师教学时遇到的教科书注释理解分歧问题,源于被释义文本的特殊性,且学术界对这一语言现象的理解也确存有不同意见.一般情况下,语文教科书对有歧解的词语注释处理是利于教师的教和学生的学的.借"所见明知"的歧解现象,站在教科书研究的视角,本文认为语文教科书选文词语注释存有歧解的情况下,还是应该采纳语文教科书的注解.
Abstract
Divergences in the interpretation of textbook annotations encountered during language instruction stem from the unique characteristics of the annotated texts,as well as differing academic perspectives on these linguistic phenomena.Generally,annota-tions of ambiguous terms in language textbooks are designed to facilitate teaching and learning.Taking the interpretative diver-gence of"suojian mingzhi"as an example,and from the perspective of textbook studies,this paper argues that in cases where anno-tations of selected passages in language textbooks are subject to interpretative divergence,the annotations provided in the textbooks should still be adopted.
关键词
《陈情表》/所见明知/注释/歧解Key words
"Chen Qing Biao"/suojian mingzhi/annotation/interpretative divergence引用本文复制引用
出版年
2024
NETL
NSTL
万方数据