篇章教學中的雙層次處理研究－以九年一貫第二階段國語文領域教學為討論範疇

Double Level Processing Research in Discourse Teaching Using the Second Stage of Chinese Teaching of Grades 1-9 Curriculum as Discussion Category

方麗娜(Li-Na Fang)

《高雄師大學報》 18期 (2005/06) Pp. 79-95

https://doi.org/10.7060/KNUJ.200506.0079

摘要

九年一貫語文教學領域強調優化教學的重要，因此不可避免地一定要把教學重點放在語文知能的提升上。語言符號所承載的信息意義，不論是詞義、句義，還是篇章意義，一般都取決於語言所處的具體語境。沒有語境就沒有確切的語義，語境分析是理解和解釋語義的基礎。可見語境與篇章之間的聯繫是從宏觀到微觀一路展開來的。為了將篇章分析貫穿始終，教學時必須正確處理宏觀和微觀的關係。從宏觀入手就是要立足於篇章整體，對課文進行分析、理解和概括，讓學生先認識信息傳遞的主幹，然後再從微觀上探究各種語言形式在具體語言環境下的語用功能，結合上下文剖析語音、詞彙、語法的表現形式。所以，在教學中教師不僅要重視語境和語義的有機結合，同時還要做到不論從宏觀還是從微觀上，都能對語境、語義和篇章作出精細的描述。本文除「前言」、「結語」之外，本論從篇章教學的重點、目標、步驟、途徑等方面，說明篇章教學中的宏觀與微觀的雙層次處理。

關鍵字

語義 ； 語法 ； 篇章 ； 國語文 ； 教學

並列摘要

The Language Arts learning area of Grades 1-9 Curriculum puts emphasis on the importance of optimization teaching; therefore inevitably the teaching purpose must be focused on the promotion of linguistic competence. The information meanings, such as the meanings of a word, a sentence or discourse, bore by the language symbol generally depend on the concrete context that the language involves. No context, no precise meaning, so context analysis is the foundation of understanding and explaining the meaning. It is obvious that the connection between discourse and context is launched all the way from the macroscopic view to the microcosmic view. In order to go throughout the discourse analysis, the relationship between the macroscopic and the microscopic approach must be correctly dealt with during teaching. Proceeding from the macroscopic approach is to base on the whole discourse to analyze, understand and summarize the text. Let students realize the backbone of information transmission first, and then probe into the pragmatic functions of every language form under the specific context from the microcosmic approach. Eventually combine with the co-text to analyze the expression form of the pronunciation, vocabulary, and grammar. Therefore, the teacher has to not merely pay attention to the organic integration of context and meaning in teaching, but make sure to meticulously describe the context, meaning and discourse, whether from the macroscopic view or from the microcosmic view. This present research, except ”the foreword” and ”the conclusion,” elucidates macroscopic and microscopic double level processing from various respects, such as key points, goals, steps, and ways of discourse teaching.

並列關鍵字

Semantics ； Grammar ； Discourse ； Chinese ； Teaching

參考文獻

湯廷池(1988)。漢語詞法句法論集。台北:學生書局。

湯廷池(1989)。漢語詞法句法續集。台北:台灣學生書局。

劉蘭英、孫全洲(1989)。語法語修辭。台北:新學識文教出版中心。

羅常培(1989)。語言與文化。北京:語文出版社。

張良夫(1990)。詞彙與詞典。北京:商務印書館。