摘要
"诵读"概念从古至今经历了一个逐步演变的过程,其内涵一直不清晰,人们在使用时也各有所指。诵读的内涵不明,造成目前对"诵读"概念的解读十分混乱、以此为名的教学也较为盲目。通过对其内涵演变的梳理、辨析,可尝试将"诵读"定义为一种用标准的普通话,注意声音与意义的有机结合,用略带夸张的语调读文言诗文,用说话的语调读白话诗文的读的方式。诵读在教学中,可以增强学生对母语的感情,增加对文本理解、体验,增进口头和书面表达。诵读时要特别注意"口诵"与"心惟"结合与反复以及语体和文体的区分等。
Since ancient times the concept of Song Du has undergone a gradual evolutional process. The connotation of Song Du has always been unclear and people use it in different ways, which lead to the chaotic interpretation of its concept and the blindness of teaching under this name at present. Through analysis of the evolutionary content, Song Du can be defined as a way of reading in which one reads in mandarin Chinese and pays attention to the organic combination of sound and meaning： when reading classical Chinese poetry, one adopts a slightly exaggerated tone; when reading modern vernacular poetry, one adopts with the tone of speaking. In teaching, Song Du can strengthen the feelings of the mother tongue, increase the experience and understanding of the text, and enhance students＇ ability of expression in oral and written Chinese When doing ＂Song Du＇, the combination and repetition of ＂Kou Song＂ （reading aloud） and ＂Xin Wei＇（thinking in mind）, as well as the distinction between the type of writing and style should be paid attention.
出处
《教育学报》
CSSCI
北大核心
2009年第1期60-65,共6页
Journal of Educational Studies
基金
安徽省高等学校青年教师科研资助计划项目(人文社科)"文学鉴赏能力‘具体化’及其培养研究"的阶段性成果之一(项目批准号2006jqw172)
关键词
语文教学
诵读
内涵
意义
要求
Chinese teaching
Song Du
connotation
significance
requirements
