指向核心素養(yǎng)的第三學(xué)段文言文教學(xué)策略初探

黃雅琴

摘 ?要：文言文承載著中國古代優(yōu)秀的傳統(tǒng)文化思想，是幫助小學(xué)生了解中國古代傳統(tǒng)價(jià)值觀的重要工具，但是在文言文教學(xué)中，學(xué)生面臨著學(xué)習(xí)困難、興趣不高等問題，而部分教師也同樣對(duì)文言文缺乏興趣。因此，師生對(duì)文言文都有一種生疏感，接觸甚少。因此，有必要從多個(gè)角度幫助學(xué)生解決文言文學(xué)習(xí)較難的問題，筆者嘗試通過妙用插圖、提供學(xué)習(xí)工具、巧用資料袋等教學(xué)策略讓學(xué)生在自主學(xué)習(xí)的課堂中獲取學(xué)習(xí)能力，提升語文素養(yǎng)。

關(guān)鍵詞：核心素養(yǎng);文言文教學(xué);策略分析

【中圖分類號(hào)】G623.2????????【文獻(xiàn)標(biāo)識(shí)碼】A ????????【文章編號(hào)】1005-8877（2021）35-0009-02

A Preliminary Study on the Teaching Strategies of Literary Chinese in the Third Stage Pointing to the Core Literacy

HUANG Yaqin ?（Experimental Primary School of Shishi City，F(xiàn)ujian Province，China）

【Abstract】Literary Chinese carries the excellent traditional cultural thoughts of ancient China and is an important tool to help primary school students understand ancient Chinese traditional values. However，in the teaching of literary Chinese，students are faced with problems such as difficulty in learning and low interest，and some teachers are also interested in literary Chinese. Lack of interest. Therefore，teachers and students have a sense of strangeness to literary Chinese，and they have little contact with them. Therefore，it is necessary to help students solve the difficult problems of literary Chinese learning from multiple angles. The author tries to use teaching strategies such as magical illustrations，providing learning tools，and clever use of information bags to enable students to acquire learning ability in the self-learning classroom. Improve language literacy.

【Keywords】Core literacy;Literary Chinese teaching;Strategy analysis

為了繼承和弘揚(yáng)中華民族優(yōu)秀的傳統(tǒng)思想和文化，促使學(xué)生形成傳統(tǒng)文化的核心素養(yǎng)，統(tǒng)編教科書中的文言文篇目有所增加，旨在讓學(xué)生在學(xué)習(xí)文言文的數(shù)量上下功夫，但即使在第三學(xué)段，每冊(cè)教材中收錄的文言文也至多兩篇。從學(xué)生角度看，文言文距離學(xué)生年代久遠(yuǎn)，接觸甚少，存在難讀、難懂、難背等情況。很多學(xué)生對(duì)文言文缺乏興趣，甚至產(chǎn)生了嚴(yán)重的厭學(xué)現(xiàn)象。從教師角度分析，選文數(shù)量太少直接導(dǎo)致部分教師對(duì)教材的運(yùn)用缺乏整體、全局意識(shí)，教的時(shí)候“東一榔頭，西一棒槌”，最終導(dǎo)致教師教得支離破碎，學(xué)生學(xué)得不夠扎實(shí)、系統(tǒng)。如何在第三學(xué)段的文言文教學(xué)中提高學(xué)生的語文核心素養(yǎng)？下面筆者結(jié)合教學(xué)案例，談一些粗淺的實(shí)踐和思考。