國文語法教學的理論與實務

目次
自序 ················································ 1
上編
第一章 緒論—語法、教學語法與語法教學 ··············· 3
第一節 「語法」釋名 ································· 3
第二節 理論語法與教學語法的異同 ······················6
第三節 語法教學 ···································· 11
第二章 漢語語法的特點 ·······························29
第一節 漢語、現代漢語、共同語、方言 ················ 29
第二節 漢語與英語在語法方面的共通性 ················ 31
第三節 漢語語法的特點 ······························ 33
第三章 詞類概述 ···································· 51
第一節 何謂詞類與認識詞類的必要性 ·················· 51
第二節 詞類區分的依據與漢語詞類的分類 ·············· 53
第三節 詞類的介紹 ·································· 57
第四章 句型介紹 ···································· 69
第一節 句子和句法 ·································· 69
第二節 句型的分類 ·································· 70
第五章 文法知識在閱讀與寫作教學中的應用 ············ 87
第一節 前言 ········································ 87
第二節 文法知識在閱讀教學中的應用 ·················· 88
第三節 文法知識在寫作教學中的應用 ·················· 98
第四節 結語 ······································· 107
下編
第一章 詞類教學活動設計 ··························· 111
第一節 寫在詞類教學活動設計前面的話 ··············· 111
第二節 認識詞類家族 ······························· 112
第三節 給各種事物一個名字—認識名詞的進階活動 ····· 117
第四節 名詞的親密朋友—認識形容詞的進階活動 ······· 120
第五節 追、趕、跑、跳、蹦—認識動詞的進階活動 ····· 124
第六節 歡喜購物去—認識數量詞 ····················· 128
第七節 詞類教學總結 ······························· 131
第二章 句型教學 ··································· 133
第一節 積詞成句的學習活動 ························· 133
第二節 認識各種句型學習活動舉隅 ····················137
第三節 對句子進行「添枝加葉」的活動設計 ··········· 147
第四節 結語 ······································· 150
第三章 文法教學的另類評量 ··························151
第一節 多元評量與國語文教學 ······················· 151
第二節 詞類教學評量 ································152
第三節 句型教學評量 ································162
第四節 結語 ········································164
第四章 國中學童作文語法錯誤抽樣分析與
導正錯誤的教學策略 ·································165
第一節 前言 ········································165
第二節 研究方法 ····································167
第三節 國中學童作文常見的語法錯誤類型舉隅 ··········168
第四節 導正學童作文語法錯誤的教學策略 ··············192
第四節 結語 ········································200
第五章 成語的語法特色與教學策略 ····················201
第一節 前言 ········································201
第二節 成語顯示漢語構詞法與造句法的共性或基本規則 ··202
第三節 成語所反映的漢語語法特性 ····················206
第四節 成語教學的原則與策略 ························218
第五節 結語 ········································221
第六章 聯綿詞教學的相關問題 ························223
第一節 聯綿詞的定義與分類 ··························223
第二節 聯綿詞的特點 ································227
附錄
從語意的引申變化看詞類活用時意義的轉移
—以「墨」為例 ·····································233
壹 前言 ············································234
貳 本論 ············································237
參 結語 ············································260
引用文獻目錄 ·······································263

目次
自序 ················································ 1
上編
第一章 緒論—語法、教學語法與語法教學 ··············· 3
第一節 「語法」釋名 ································· 3
第二節 理論語法與教學語法的異同 ······················6
第三節 語法教學 ···································· 11
第二章 漢語語法的特點 ·················...