指向核心素养的第三学段文言文教学策略初探

黄雅琴

摘  要：文言文承载着中国古代优秀的传统文化思想，是帮助小学生了解中国古代传统价值观的重要工具，但是在文言文教学中，学生面临着学习困难、兴趣不高等问题，而部分教师也同样对文言文缺乏兴趣。因此，师生对文言文都有一种生疏感，接触甚少。因此，有必要从多个角度帮助学生解决文言文学习较难的问题，笔者尝试通过妙用插图、提供学习工具、巧用资料袋等教学策略让学生在自主学习的课堂中获取学习能力，提升语文素养。

关键词：核心素养;文言文教学;策略分析

【中图分类号】G623.2        【文献标识码】A         【文章编号】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，Fujian 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

為了继承和弘扬中华民族优秀的传统思想和文化，促使学生形成传统文化的核心素养，统编教科书中的文言文篇目有所增加，旨在让学生在学习文言文的数量上下功夫，但即使在第三学段，每册教材中收录的文言文也至多两篇。从学生角度看，文言文距离学生年代久远，接触甚少，存在难读、难懂、难背等情况。很多学生对文言文缺乏兴趣，甚至产生了严重的厌学现象。从教师角度分析，选文数量太少直接导致部分教师对教材的运用缺乏整体、全局意识，教的时候“东一榔头，西一棒槌”，最终导致教师教得支离破碎，学生学得不够扎实、系统。如何在第三学段的文言文教学中提高学生的语文核心素养？下面笔者结合教学案例，谈一些粗浅的实践和思考。