正版 文言教学法:: 张必锟著 商务印书馆 9787100200769 书籍

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？不多也”
—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

张必锟(1927—2017)，湖南辰溪人。幼年入私塾读书，博闻强识，1942年考入长沙雅礼中学，1945年毕业，1946年同时考上国立中央大学(今南京大学)外语系、复旦大学新闻系、北京大学教育系，同年入复旦大学，两个月后北上入北京大学，前三年读教育系，后三年转读中文系，1952年毕业后，先后任教于北京大学附设工农速成中学、中南海业余中学(兼职)、北京女五中、北京一四〇中学、北京一三三中学(现并入六十六中)等校。从八十年代起参与人教版中学语文教材和教学参考书的编写工作。在《语文报》《中学语文教学》《语文学习》等报刊发表文章近百篇。出版有《文言文学习手册》《我教语文：张必锟语文教育论集》。

一代硕学的文言教学法：立足优秀传统经验，依据文言性质特点，参以当代教学理论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。

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。
“语文教师小丛书” 围绕语言、思维、文化、审美等语文学科核心素养，精选相关领域的大家经典小书，帮助语文教师提升专业知识素养。
无论时代潮流如何变迁，教师始终应当具备丰富的文化知识。语文学科具有基础性和综合性的特点，语文教师尤其需要广泛吸取各类有益的思想文化知识，充实自己的头脑。承载这类知识的图书品种十分丰富。那些为语文教师所公认的经典好书，蕴含着丰富的思想知识和学术价值，值得反复阅读。过去，这些书或以单行本印行，或收入其他丛书，从语文教师文化知识积累角度而言，难成系统，不便于收集和查考。为此，我们在广泛征求意见的基础上，从满足语文教师专业成长需要出发，选择语文教育相关领域中为学界所公认和熟知的大家经典，汇编成“语文教师小丛书”，陆续编辑，分辑印行，以期相得益彰，蔚为大观，既便于教师研读查考，又有利于文化积累。
“语文教师小丛书”精选版本，精心编校，前有学者导读、后附编后记。标准32开，小巧精致，方便携带，护封精装，风格素雅，是语文教师个人藏书和馈赠好友的精品。

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。