國文語法教學的理論與實務(電子書)

本書除了開宗明義的對語法、教學語法以及語法教學等相關概念進行釐清以外，也對國文語法中的詞類、句型等相關理論進行系統性的介紹，並且設計了詞類教學、句法教學的相關活動，還從多元評量的視角設計語法教學的另類評量，更兼及國文教學裡容易遇到的成語教學，以及令人棘手的聯綿詞的判定等問題。這本書，既可強化國文老師對語法理論體系的認識與掌握，設計的相關教學活動又頗實用，對國文教師來說，是一本值得一讀的語法教學參考著作。

楊如雪
臺灣桃園人，現任國立臺灣師範大學文學院國文學系副教授。曾任臺北市、臺東縣國民小學教師、臺灣師大國文系助教、講師。專長領域為古漢語語法、語言學、方言學、修辭學與中學國文教學。於教學、研究之餘，並致力於中學國語文教學之奠基工作，參與中學國文教科書之編寫工作多年。

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