| 略谈语文教学的“解”与“悟” |
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| 引用本文： | 张筱玲. 略谈语文教学的“解”与“悟”[J]. 浙江海洋学院学报(人文科学版), 2006, 23(4): 44-46 |
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| 作者姓名： | 张筱玲 |
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| 作者单位： | 舟山商业干部学校,浙江,舟山,316000 |
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| 摘 要： | 把语文课当作政治课或单纯的工具课,是多年来语文教学症结所在。根据语文承传性与应用性的特质,语文教学应落实到一个“解”字和一个“悟”字。“解”有三法:解句,解意,解文。“悟”是解的结果,其一,悟可求可得;其二,悟可以意会也可以言传;其三,悟需要灵性,更需要学养。
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| 关 键 词： | 语文教学 承传性 应用性 解 悟 |
| 文章编号： | 1008-8318(2006)04-0044-03 |
| 修稿时间： | 2006-08-25 |
The Understanding and Comprehension in Chinese Teaching |
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| ZHANG Xiao-ling. The Understanding and Comprehension in Chinese Teaching[J]. Journal of Zhejiang Ocean University(Humane Science), 2006, 23(4): 44-46 |
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| Authors: | ZHANG Xiao-ling |
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| Abstract: | The sticking point in Chinese teaching lies in the fact that Chinese is regarded as a political lesson or as a tool.According to its inherent and applied features,Chinese teaching should focus on understanding and comprehension.Understanding means to understand the sentences,meanings and discourse.Comprehension,which is obtainable,perceptive and expressive,is the fruit of understanding and requires the learners' wisdom and knowledge. |
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| Keywords: | Chinese teaching inherent applied understanding comprehension |
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