语文学习中的语言梳理法

The Language Sorting Method in Chinese Language Learning

梳理法是一种古老而朴素的常用方法,但长期以来没有得到理论上的足够重视。《普通高中语文课程标准(2017年版2020年修订)》做出重大突破,将梳理法提到重要位置,并反复强调,但语言梳理法在语文教学中仍未引起普遍重视。从整本书阅读的语言梳理案例分析来看,若按“衣”“食”“住”“行”“言”设类,《论语·乡党篇》既反映了孔子“社会人”的一面,也记录了其“自然人”的一面,可以使人全面了解孔子和《论语》。从顺序阅读和梳理阅读的教学实践成效对比来看,常规的顺序阅读的学习成果多为感悟或心得式,远未达到对于高中生应有的思维水平;而基于辨别、假设、推理、判断等探究方式的梳理法更有利于学生提高质疑、发现、分析、论证等思辨能力。

The sorting method,although a primitive and straightforward common approach that is known to everyone,has not received suffi cient theoretical attention in the past.The Chinese Language Curriculum for General High Schools(2017 Edition,Revised in 2020)made a major breakthrough by placing the sorting method in an imminent position and we have seen repeated emphasis on its importance since then on.However,the language sorting method has not yet attracted the widespread attention it deserves in Chinese language teaching.Based on our fi ndings through the case analysis of language sorting in the context of whole-book reading,if categorized into“clothing”,“food”,“dwelling”,“travel”and“speech”,Xiang Dang Pian chapter in the Analects,refl ects both Confucius’s role as a social being and records his aspects as a natural being,which can give audiences a comprehensive understanding of Confucius and the Analects.When comparing the teaching eff ectiveness between sequential reading and sorting method practices,the learning outcomes of conventional sequential reading often result in insights or personal experiences,falling short of the critical thinking level expected of a secondary school student.On the other hand,the sorting method,based on inquiry methods such as identifi cation,hypothesis,inference,and judgment,is more conducive to enhancing students’thinking skills in inquiry,discovery,analysis,and argumentation.