文言教学法/语文教师小丛书
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作者张必锟
出版社商务印书馆
ISBN9787100200769
出版时间2021-08
装帧精装
开本32开
定价55元
货号1202484229
上书时间2024-05-31
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目录
文言教学
谈谈文言文教学·························································································· 3
文言文教学法····························································································· 44
谈谈文言文练习的设计（提纲）······················································· 68
多读点文言文为好··················································································· 76
“掘井九仞”说诵读················································································ 83
从《卖柑者言》的教学设想谈初中文言文教学问题············· 86
《教战守策》教学设想········································································· 101
《五柳先生传》教学实录···································································· 109
附1：一堂真正的文言文自读课（礼出）······························ 114
附2：张必锟答礼出信···································································· 117
《师说》诵读教学设想········································································· 121
附：《师说》导读·············································································· 131
《出师表》背诵指导要点···································································· 142
《送董邵南游河北序》背诵指导要点··········································· 146
《岳阳楼记》背诵指导要点······························································· 149
实词译解
怎样辨析词的本义················································································· 155
利用语言环境辨析词义
—学习文言实词的一个基本方法········································· 158
“荆轲废”怎么解？
—浅谈词义引申············································································ 162
“子曰”的故事························································································ 165
“五六”不是“三十”
—文言文中约数的表示法························································ 167
译文必须“可解”··················································································· 170
直译和意译不可偏废············································································ 174
虚词随笔
虚词为什么又叫“语助”？····························································· 181
虚词不虚····································································································· 183
学文言虚词，要懂得“审辞气”····················································· 186
再谈“审辞气”························································································ 189
三谈“审辞气”························································································ 194
一个有趣的比较
—介绍一种学习虚词的方法··················································· 198
学文言虚词也要“听”········································································· 200
文言虚词的模糊分类法······································································· 203
“之”的用法漫谈··················································································· 207
“之”于史文神理何干？
—说“汉军之楚歌”···································································· 211
略说“之”的叠用················································································· 214
“矣”有“言外之意”吗？······························································· 217
“矣”字值得品味··················································································· 220
《马说》中的五个“也”字······························································· 223
《醉翁亭记》的二十一个“也”字················································ 226
这个“也”字增不得············································································ 229
追加两个“而”字················································································· 232
“若夫”解·································································································· 235
从“夫天地者”说起············································································ 237
“多乎哉？”
—谈文言文中复杂语气的表示·············································· 240
“穿井”能“得人”吗？
—浅谈虚词的省略······································································· 242
虚词疑难辨析（一）
—兼答覃继仁同学······································································· 245
虚词疑难辨析（二）·············································································· 248
断句指津
不要把句子读破······················································································ 253
夔只有一只脚吗······················································································ 256
人名不能读破··························································································· 258
句读和朗读································································································ 260
句中停顿····································································································· 265
断句必先弄清文意················································································· 268
谈谈利用虚词断句················································································· 272
句例和断句································································································ 277
断句也要有方法······················································································ 279
笔法漫谈
文言文的换字法······················································································ 287
说“借代”·································································································· 290
谈“炼字”·································································································· 292
谈“避讳”·································································································· 294
文言文的省字法（一）········································································· 296
文言文的省字法（二）········································································· 298
文言文的省字法（三）········································································· 300
谈“微言大义”························································································ 302
谈“设喻”·································································································· 304
改寿联的故事
—浅说“脱胎”·············································································· 307
从回文诗说起
—谈文言文句读的灵活性························································ 310
从“ ”字说起
—兼谈书信中的称呼·································································· 313
文化常识
古代的车战································································································ 317
古代的纪年法··························································································· 321
古代对天区的划分················································································· 325
古代占星术趣谈······················································································ 329
古代的乐律
—五声、七声、十二律浅说··················································· 333
说“妙玉听琴”························································································ 337
古代的乐器································································································ 340
鸿门宴上的座次······················································································ 343
异彩纷呈的先秦诸子散文·································································· 346
厚重动人的先秦史传············································································ 350
编后记·········································································································· 354
内容摘要
本书是语文教学名家张必锟先生谈文言教学的文章选粹，按内容分为“文言教学”“实词译解”“虚词随笔”“断句指津”“笔法漫谈”“文化常识”六部分。作者认为：教文言文应当立足于传统经验，取其精华，去其糟粕，然后参考当代新的教学理论和教学方法作适当的改革，才是真正的出路所在。作者从文言的性质和特点出发，主张用文言诵读为纲统摄文言教学设计。本书内容精要，观点明确，语言上乘，涵盖文言教学法的诸多要点，如文言的特点、诵读教学法的要义、文言文课堂教学的基本环节和基本教法、经典名篇背诵指导、实词教学要点、虚词用法和教法、文言断句窍门、文言笔法和文化常识，等等。
主编推荐
作者张必锟先生身跨两个时代，集三种身份于一身——谙熟旧学的学者、中学语文教师、教材和教参编者。张先生的文言教学法立足传统经验，取精华去糟粕，参以当代教学理论，主张以诵读为核心的文言文教学法，抓住文言简练、典雅的特点，通过诵读培养语感，积累文言知识，提升文言文阅读理解能力。
精彩内容
谈谈文言文教学中央教科所的同志邀我来谈谈文言文教学，我很高兴，但不一定能说好，要请大家多多批评。
我以为文言文教学是个新问题。
过去教文言文似乎没有问题，大家都是一种教法，两个内容：一个是疏通文意，包括讲解难词难句，归纳段意和主旨，有时关于作者也说几句，但只有几句，决不多说；二是指导学生诵读，说指导，其实主要是领读。到考试的时候，初中只考解词和默写，高中还要拿出一段没学过的短文让学生译述大意。对这种教学和考法，没有人提出不同意见。争论也有，只是学多学少的问题，但这要由上头决定，教师只是执行，反正不管学多学少，教法和考法都维持不变。这是解放前后大约50年间的情形。那时候的学生读得很认真，尽管有些句子只是模模糊糊地懂了，许多名篇都能背诵，阅读能力也不错。
80年代以后的情形就不同了，有些人认为上面那种教法属于少慢差费。一定要改，怎么改呢？一是要讲讲翻译，把课文逐句译成现代文，以为这样讲可以立竿见影；二是讲语法，什么意动、使动、宾语提前、定语后置之类的名词，一股脑儿上来了，以为有了这些知识，就可以一通百通。所以教师越讲越多，学生课上没有诵读的时间；再加上考试方法的改变，学生课后大部分时间用于完成所谓“单项练习”，也很少诵读课文。六年下来，能背的课文有限得很；等到课文忘得差不多了，词汇和语法知识也跟着忘掉，所以文言阅读的能力就难以提高。古话说：“皮之不存，毛将焉附？”这正是当前文言文教学所面临的问题。
文言文究竟该怎么教呢？ 我想文言文是个土生土长的东西，外国没有，也不会有。教文言文，应当立足于尊重传统经验，取其精华，去其糟粕，然后参考当代新的教学理论和教学方法作适当的改革，才是真正的出路所在；如果不顾传统经验而刻意求新，以至盲目套用外国的经验，其结果必定是事与愿违。为此，我打算谈以下四个问题：一、文言文的性质和特点。
二、文言诵读教学法。
三、文言诵读课的教学环节和教学法类型。
四、文言词语教学。
一、文言文的性质和特点今天先讲第一个问题：文言文的性质和特点。
这个问题很重要，因为文言文的传统教学法是把诵读放在所有教学环节的中心位置上，要通过诵读培养语感，用宋人朱熹的话来说，就是“使其言若出己之口”，而这种教法正是适应着文言文的性质和特点产生的。必须首先了解文言文的性质和特点，才能认识这种教法的实质。我们采用新的教学法，提倡百花齐放，也要注意这个问题，要使花儿开得鲜艳，须有好的土壤。这土壤就是文言文的性质和特点，离开这个土壤，花是放不起来的。
就性质来说，文言文是古代的书面语体，是用文字写出来供人们阅读的。书面语体跟口语是什么关系呢？简单地说，就是它既来自口语，又跟口语相分离。古代的口语我们虽没听过，但读过的一例为《红楼梦》，就是用口语，那是雍正乾隆时代的口语，已经跟现在比较接近了。再远一点我们还可以看宋人的话本，例如《大宋宣和遗事》里头有一段，记宋江从九天玄女殿后出来，看见香案上放着一本天书，打开一看，里头有一首诗，写的是：“破国因山木，兵刀用水工。一朝充将领，海内耸威风。”接着又写道：“宋江读了，口中不说，心下思量：‘这四句分明是说了我里姓名。’”你看，宋江这句潜台词就是很地道的口语，如果用文言来表述，那就应该是“此明言我姓名也”，比原话少五个字。还有一段记宋徽宗微服到了李师师家，开头谎称是殿试秀才，可是一见李师师的面就忘乎所以，说出自己的真实身份，李师师吓了一大跳，以为他搞讹诈，连忙出去告诉她娘：“娘，你可急忙告报官司去，恐带累咱们！”这也是口语，如用文言表述，只需七个字：“娘急告官，免累及！”从这些记载可以看出，文言和口语是不相同的。
作为书面语体的文言文，有两大特色：第一是简洁；第二是典雅。下面分开来讲。
先说简洁。简洁并不是文言文所专有，现代书面语也讲求简洁，行文不拖泥带水，不说废话，但文言文要求更高，要用极少的字眼表达尽可能多的内容，概括地说，叫作“文约而意丰”。分三点讲：首先讲用字。文言文很讲究用字，这是孔夫子留下来的传统，正式的说法叫“微言大义”，通俗地讲，叫“一字褒贬”。例如《春秋经·鲁隐公元年》有这样的记载：“夏，五月，郑伯克段于鄢。”“段”，是郑伯的亲弟弟共叔段，有夺取政权的野心，郑伯趁他起兵造反之机杀了他，孔子就用“克”这个字来揭露郑伯兄的罪过，哥哥不像哥哥，弟弟不像弟弟，如同对立的两国。后来，这个传统扩大到无论写什么都讲究把许多意思浓缩在一两个字眼里。例如孟子说的“域民不以封疆之界”，“域”，原义是划定区域，用在这句话里又多出“防止外流”一层意思，反映了战国时期诸侯国君征兵的需要和人口流动频繁的状况。又如韩愈说的“人其人”（《原道》），前一个“人”字，语法家们好讲名词活用为动词，
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