歸本思維力系統的語文教材文本分析

The Text Analysis of Language and Literature Teaching Materials through Backing to the Basics of Thinking System

整體而言，國語文能力的培養與開展主要是依賴三種思維力的運作，包含形成情理事景等內涵的形象思維、合乎構句謀篇等組織條理的邏輯思維、以及統貫內容與形式的綜合思維。若是落實到教學而言，則會涉及取材與意義、用字遣詞典修飾、篇章結構和字詞句法、文學體裁、核心旨意、韻律格調等語文層面之理解與運用。本文在論述思路上，先理清三大思維力的層次關係，並探討思維力與語文教學的密切關聯，再據此提出課文文本分析的切入點。研究發現，形象、邏輯、綜合之三大思維力，各有側重點而又彼此緊密相繫，教師若能參照辭章學體系中的語文知識向度來分析語文教材，對於掌握課文書寫特點與設計教學內容等方面當有所助益。

In General, formative, logical and complex thinking ability systems are necessary for developing the competence of Chinese language. As for language and literature teaching, the thinking system involves writing source materials and constructions, letters using and rhetoric, the structure of text, sentence grammar, main themes, the type and style of writing and so on. Firstly, this article clarified the stratification of these three thinking abilities. Secondly, the author discussed the close relations between ''thinking ability'' and ''language and literature teaching'', and subsequently, based on this theory, the breakthrough points of texts were presented. This study shows the strong connection among these three thinking abilities. It would be very helpful for language and literature teaching when teachers refer to these knowledge dimensions of thinking ability for text-processing.