例谈语文教科书中文言选文注释歧解问题的教学处理  

On Teaching Strategies for Addressing Divergent Interpretations of Classical Chinese Annotations in Language Textbooks

作　　者：张钧[1] ZHANG Jun(School of Chinese Language and Literature,Inner Mongolia Normal University,Hohhot,Inner Mongolia 010022)

机构地区：[1]内蒙古师范大学文学院,内蒙古呼和浩特010022

出　　处：《集宁师范学院学报》2024年第6期1-3,9,共4页Journal of Jining Normal University

基　　金：内蒙古自治区哲学社会科学规划项目“当代汉语字典释义和举例的教育性研究”(课题编号:2020NDB088);内蒙古自治区高等学校“青年科技英才”支持计划资助项目(课题编号:NJYT23062);内蒙古师范大学2021年度专业学位研究生指导教师实践教学能力提升计划项目“语文教学设计与实施”协同创新教学团队(ZDTJ2021002)。

摘　　要：语文教师教学时遇到的教科书注释理解分歧问题,源于被释义文本的特殊性,且学术界对这一语言现象的理解也确存有不同意见。一般情况下,语文教科书对有歧解的词语注释处理是利于教师的教和学生的学的。借“所见明知”的歧解现象,站在教科书研究的视角,本文认为语文教科书选文词语注释存有歧解的情况下,还是应该采纳语文教科书的注解。Divergences in the interpretation of textbook annotations encountered during language instruction stem from the unique characteristics of the annotated texts,as well as differing academic perspectives on these linguistic phenomena.Generally,annota⁃tions of ambiguous terms in language textbooks are designed to facilitate teaching and learning.Taking the interpretative diver⁃gence of"suojian mingzhi"as an example,and from the perspective of textbook studies,this paper argues that in cases where anno⁃tations of selected passages in language textbooks are subject to interpretative divergence,the annotations provided in the textbooks should still be adopted.

关 键 词：《陈情表》 所见明知 注释 歧解 

分 类 号：Q633[生物学—生物物理学]