中學(xué)語(yǔ)文中現(xiàn)代漢語(yǔ)語(yǔ)法知識(shí)的重要性分析中英文對(duì)照

1、精選優(yōu)質(zhì)文檔-傾情為你奉上關(guān)于中學(xué)語(yǔ)文中現(xiàn)代漢語(yǔ)語(yǔ)法知識(shí)的重要性分析中英文對(duì)照About the importance of modern Chinese grammar in middle school language analysis contrast in both Chinese and English 一、學(xué)習(xí)語(yǔ)法知識(shí)的重要性A, the importance of learning grammar knowledge 1.語(yǔ)法知識(shí)能理性地指導(dǎo)我們修改病句。從小學(xué)到初、高中的語(yǔ)文考試，都有病句修改的題型，病句修改自然離不開語(yǔ)法知識(shí)。比如常見的病句類型“成分殘缺”、“語(yǔ)序不當(dāng)”、“搭

2、配不當(dāng)”、“結(jié)構(gòu)混亂”等，都涉及到句子結(jié)構(gòu)的知識(shí)，如果有相關(guān)的語(yǔ)法知識(shí)，學(xué)生自然就會(huì)去思考缺了什么成分，句子的哪個(gè)成分和哪個(gè)成分搭配不當(dāng)，然后根據(jù)句子結(jié)構(gòu)，有針對(duì)性地進(jìn)行修改。如果沒有接觸過語(yǔ)法，遇到這樣一個(gè)句子：“從大量的事實(shí)中告訴我們，這種做法是行不通的。”一般就會(huì)根據(jù)生活積累，或者憑感覺去修改，要么去掉“從”和“中”，要么再去第二個(gè)句子中的“是”，感覺上是對(duì)了，但實(shí)際上并沒有抓住病句修改的根本原因。如果學(xué)習(xí)了語(yǔ)法，那情形就完全不一樣。因?yàn)榻橘e短語(yǔ)不能作主語(yǔ)，句子的意思就清楚了。1. Grammar can rationally guiding us modify pragmaticall

3、y. Elementary school, high school language examination, early has pragmatically change topic, pragmatically to modify natural without grammar knowledge. Such as common type of pragmatically "composition is incomplete, the improper word order", "" improper collocation, the structu

4、re of" chaos ", etc., involves to the sentence structure of knowledge, if you have relevant knowledge of grammar, students will naturally to think about what is missing, the sentence which ingredients and which components collocation is improper, then according to the sentence structure, a

5、re modified accordingly. If there is no contact with grammar, encountered such a sentence: "from a large number of facts tell us that it won't work." General will according to the accumulation of life, or by feeling to modify, or remove the "from" and "in", or go to

6、 "yes" in the second sentence, feel is right, but does not actually take pragmatically the root cause of the change. If learning the grammar, the situation is completely different. Because of prepositional phrases can not make the subject, the meaning of the sentence. 2.語(yǔ)法知識(shí)有助于準(zhǔn)確地理解詞義。學(xué)習(xí)語(yǔ)言

7、的組合規(guī)則，對(duì)于理解詞義、辨析反義詞、近義詞等都有很大幫助。比如語(yǔ)速如何組成詞語(yǔ)，詞語(yǔ)和詞語(yǔ)如何組成短語(yǔ)，其中組合的結(jié)構(gòu)不同，表意也不同。比如“老師”、“孩子”，這是有一個(gè)基本成分和一個(gè)輔助成分構(gòu)成的詞，這一類詞的意義由基本語(yǔ)素的意義來決定；再比如“熱愛”和“雪白”這一類詞，兩個(gè)語(yǔ)素中后一個(gè)是主體，是偏正結(jié)構(gòu)的詞語(yǔ)，這一類詞的意義中心在后一個(gè)語(yǔ)素上，前一個(gè)語(yǔ)素只是起修飾或限制作用。那么，辨析同義詞或近義詞的結(jié)構(gòu)類型，并抓住詞語(yǔ)的核心語(yǔ)素，就會(huì)輕而易舉地去解決。2. Grammar knowledge helps to accurately understand the meaning. Com

8、bination rules of learning a language, to understand and differentiate antonyms, synonyms, etc have very big help. Such as the speed of how words, phrases and words to form phrases, the combination of the structure is different, have different meaning. Such as "teacher", "children&quo

9、t;, this is a basic component and an auxiliary components constitute a word, this kind of word meaning determined by the basic meaning of morpheme; Again such as "love" and "Snow White" this word, after one of the two morphemes is the main body, is a positive end structure of wor

10、ds, this kind of word meaning center after a morpheme, before a morpheme is the modification or limitation of action. Then, analysis of synonyms or near-synonyms structure types, and grasp the core of the morpheme words, will be easy to solve. 3.學(xué)習(xí)語(yǔ)法知識(shí)有助于準(zhǔn)確地表情達(dá)意。因?yàn)檎Z(yǔ)法系統(tǒng)地講解了句子的語(yǔ)氣、語(yǔ)體色彩、語(yǔ)境等知識(shí)，學(xué)習(xí)語(yǔ)法，能使學(xué)生準(zhǔn)

11、確地運(yùn)用語(yǔ)言，也就是說，有助于提高他們的聽說讀寫的能力。就我們當(dāng)前的實(shí)際情況而論，很重要的一點(diǎn)要使語(yǔ)法教學(xué)有助于推廣普通話，促進(jìn)現(xiàn)代漢語(yǔ)規(guī)范化。這也是語(yǔ)法教學(xué)應(yīng)該注意的問題。另外，近年來，學(xué)生難以找出自己作文中語(yǔ)言運(yùn)用上的毛病，俗話說“好作文都是修改出來的”，但事實(shí)并非如此。大多數(shù)學(xué)生寫作文都是一揮而就，很少有人花時(shí)間去修改。一方面是應(yīng)試的需要，訓(xùn)練快速作文；另一方面的原因恐怕還是缺乏修改語(yǔ)言文字的基本功。3. Learn the grammar knowledge to help dedicating accurately. Because grammar systematically ex

12、plained the sentence tone, style, context, such as knowledge, learning grammar, to make students use the language accurately, that is, to improve their ability of listening, speaking, reading and writing. As our current actual situation, it is important to make grammar teaching helps to promote mand

13、arin, promote the standardization of modern Chinese. This is grammar teaching should pay attention to the problem. In addition, in recent years, students are difficult to find out the defect on their thesis in language use, as the saying goes, "good composition is modified", but that is no

14、t the case. Most of the students write a composition is a stroke, few people take the time to modify. On the one hand, rapid composition training is the need of test; On the other hand, the reasons may be lack of modify language basic skills. 4.了解和運(yùn)用現(xiàn)代漢語(yǔ)語(yǔ)法知識(shí)是掌握文言語(yǔ)法和句法的基礎(chǔ)和前提。實(shí)際上，現(xiàn)代漢語(yǔ)語(yǔ)法對(duì)于文言文語(yǔ)法和句法學(xué)習(xí)具有參

15、照作用，如果沒有現(xiàn)代漢語(yǔ)語(yǔ)法中關(guān)于詞語(yǔ)的性質(zhì)及其功能的規(guī)定作為參照，就無所謂文言詞語(yǔ)的活用現(xiàn)象。比如名詞直接做狀語(yǔ)，是相對(duì)于現(xiàn)代漢語(yǔ)語(yǔ)法中“名詞一般不直接作狀語(yǔ)”的規(guī)則而言，所以視為詞類活用。至于詞性變化這幾類更是以現(xiàn)代漢語(yǔ)語(yǔ)法的一般詞性作為參照原點(diǎn)，這些詞在文言語(yǔ)境中臨時(shí)改變了詞性（常常也改變了功能），于是視為活用。由此可見，學(xué)習(xí)現(xiàn)代漢語(yǔ)語(yǔ)法中詞語(yǔ)的詞性及其功能、句子的結(jié)構(gòu)等知識(shí)，對(duì)提高文言文的閱讀理解能力有至關(guān)重要的作用。4. Understanding and using the modern Chinese grammar knowledge is the basis and prem

16、ise of classical Chinese grammar and syntax. For writings in classical style grammar and syntax, in fact, the modern Chinese grammar study has reference function, if it is not about the nature of the words in modern Chinese grammar and its functions as a reference, you can't use the words of cla

17、ssical Chinese. Such as noun adverbial directly do, it is relative to the modern Chinese grammar rules of "noun" is generally not directly used as adverbials,. So as the change of parts of speech As for the part of speech change this a few kinds of parts of speech as a general reference is

18、 to the modern Chinese grammar from the origin, the words in the context of classical Chinese temporary changed the part of speech (often) has also changed the function, so as to use. Therefore, learning the part of speech of the words in a modern Chinese grammar and its functions, sentence structur

19、e, such as knowledge, to improve the reading comprehension of writings in classical style has a vital role. 二、對(duì)教材編寫和課堂教學(xué)的幾點(diǎn)建議Second, some Suggestions of compiling textbooks and classroom teaching 1.在教材中以附加的形式加入語(yǔ)法知識(shí)。在初高中語(yǔ)文教材的后面附加語(yǔ)法知識(shí)，分步進(jìn)行，從初中到高中，逐步將最基本的語(yǔ)法知識(shí)，以較為系統(tǒng)的形式展示給學(xué)生，為學(xué)生隨文學(xué)習(xí)語(yǔ)法知識(shí)作參考。雖然教師不必進(jìn)行集中的語(yǔ)法知

20、識(shí)教學(xué)，但通過不斷參考，學(xué)生頭腦中有了基本的語(yǔ)法知識(shí)體系。這樣做，要比只在高中選修課中呈獻(xiàn)給學(xué)生更方便，更能引起學(xué)生的重視。1. In the teaching material in the form of additional join the grammar knowledge. Behind the high school language teaching material additional grammar knowledge, step by step, from junior middle school to high school, will be the most bas

21、ic grammar knowledge, gradually in the form of a systematic show students, for students with learning grammar knowledge for reference. Although teachers needn't to grammar teaching, but through constant reference, students have the basic grammar knowledge system in mind. To do this, than only pr

22、esent in the high school elective courses students more convenient, more can cause the attention of students. 2.中學(xué)語(yǔ)文教學(xué)中現(xiàn)代漢語(yǔ)語(yǔ)法教學(xué)不能艱深。學(xué)習(xí)語(yǔ)法目的在于是學(xué)生了解現(xiàn)代漢語(yǔ)中規(guī)律性的東西，從而理性地學(xué)習(xí)并運(yùn)用語(yǔ)言。這就要求隨文學(xué)習(xí)中教師適當(dāng)點(diǎn)撥，不必系統(tǒng)講解，做到淺顯易懂，并要求學(xué)生在課后參考相關(guān)知識(shí)點(diǎn)，為課堂學(xué)習(xí)做補(bǔ)充。這樣做，會(huì)使課堂的點(diǎn)滴積累串起來，在學(xué)生頭腦中形成知識(shí)體系。2. The modern Chinese grammar teaching in mid

23、dle school Chinese teaching can't difficult. Learning grammar in the students to understand the regularity in modern Chinese, thus rationally to learn and use the language. This request along with the teachers in learning appropriate seems, not systems, accessible, and after class, students are

24、required to refer to the related knowledge points, make complement to classroom study. Doing so, can make the classroom applier strung together, in the student knowledge system formed in the mind. 3.教師要改變以應(yīng)試為目標(biāo)的教學(xué)理念。大家都知道語(yǔ)法教學(xué)費(fèi)時(shí)費(fèi)力，見效慢，而且理論性強(qiáng)，學(xué)生也不愛學(xué)，那么評(píng)價(jià)建議中的“語(yǔ)法修辭知識(shí)不作為考試內(nèi)容”無疑給教師不教、學(xué)生不學(xué)語(yǔ)法知識(shí)找到了合理借口，這樣做顯得

25、過于鼠目寸光。中、小學(xué)的語(yǔ)文教學(xué)要著眼于學(xué)生的長(zhǎng)遠(yuǎn)發(fā)展，要考慮學(xué)生的語(yǔ)言文字實(shí)際應(yīng)用能力，不能急功近利，不能讓考試目標(biāo)牽著我們的鼻子走。語(yǔ)法教學(xué)如何實(shí)踐，關(guān)鍵還在與教師清醒的認(rèn)識(shí)及扎實(shí)的基本功。3. The teacher must change the teaching concept aimed at test. Grammar teaching is known to all time-consuming, laborious work slow, and strong theoretical, students also do not love learning, then the e

26、valuation of the proposed "grammatical rhetoric knowledge not as exam content" undoubtedly give teachers don't teach, students do not learn grammar knowledge to find a reasonable excuse, do appear too shortsighted. Middle and primary school language teaching should focus on students

27、9; long-term development, should consider the students' language application ability, can't get rich quick, cannot let the test goals took us by the nose. How grammar teaching practice, the key is also working with teachers' conscious and solid basic skills. 三、結(jié)語(yǔ)Three, the conclusion 葉圣陶說過，“語(yǔ)文”一詞中，“語(yǔ)”就是口頭語(yǔ)言，“文”就是書面語(yǔ)言，不管是口頭語(yǔ)言，還是書面語(yǔ)言，語(yǔ)文學(xué)習(xí)的目標(biāo)之一就是語(yǔ)言學(xué)習(xí)。語(yǔ)言學(xué)習(xí)離不開語(yǔ)法知識(shí)，它對(duì)于提高學(xué)生的語(yǔ)言能力，對(duì)于培養(yǎng)學(xué)習(xí)的文化素養(yǎng)，都有著重要的意義。因此筆者認(rèn)為中學(xué)語(yǔ)文課本在編排上應(yīng)該補(bǔ)充較為系統(tǒng)的語(yǔ)法知識(shí)，從而引起學(xué)生的重視，使學(xué)生能夠系統(tǒng)地了解現(xiàn)代漢語(yǔ)語(yǔ)法知識(shí)。Ye shengtao once said that the word "language", "language" is spoken language, "wen" is writte