中学语文课本文言散文的文体分析

现行的中学语文课本中所选录的文言文作品，文言散文占了相当大的比重。这里的“散文”是一个内容驳杂、涵盖面广泛的概念，其中又包含了许多种不同的文体；文体不同，其写作要求、形式特征、艺术特点等便也各各有异。本文就中语课本中选录的文言散文作类型划分和文体特征分析，以求有助于执教者能因“体”施教．提高教学效果。

象征广角镜

象征,一般认为它是一种把要表达的意义,寄托在所描写、称赞的事物上的写作方法. 中语课本中的一些抒情散文常借助象征手法形象而曲折的表达了作者的主观情感. 茅盾在《白杨礼赞》中直接点出:“我赞美白杨树,就因为它不但象征了北方的农民,尤其象征了今天我们民族解放斗争中所不可缺的朴质、坚强、力求上进的精神.”读者不难联系当时抗日战争的实际,体会出作者借西北高原傲然挺立的白杨树,礼赞抗日前线千百万进行艰苦卓绝的民族解放斗争的英雄的内涵.

有“的”无“的”不一样

“定·中”关系的偏正短语,有时是因为有“的”而产生歧义,如朱德文章的标题《母亲的回忆》,“母亲”是“回忆”的施事还是受事?现行中语课本收入时改成了《回忆我的母亲》。有时又因为无“的”而产生歧义,如“北京立交桥”,文题有歧义:是名称为“北京”

Taking Needs into Deeds: Application of Needs Analysis in Undergraduate EAP Course Design

Needs analysis as the central force of EAP has received insufficient practice, resulting in dissatisfactory pedagogy. This study proposes a framework of CEAPNA （comprehensive EAP needs analysis）, and illustrates how the framework helps to shape learning-centered EAP pedagogy. The CEAPNA survey covered 452 undergraduates and 83 faculty members from science and engineering departments, and was triangulated with the researchers＇ retrospection of seven years of pedagogical practice. Major findings in the study suggest multiple sources as a must in a comprehensive and accurate analysis of EAP learner needs. In the meantime, the specificity of learner needs addresses EAP practitioners＇ endeavors to specify these needs in various dimensions, so as to negotiate a satisfactory balance between language, cognition and affect in EAP pedagogy. Due to realistic constraints in specifying and balancing the needs, this paper wishes to oblige with a conceptual interpretation as well as a pedagogical retrospection.