教改敏研 掘程教育研究和觀金。真正把教學(xué)看作是師生共賽的生命歷程，共創(chuàng)美好的體和觀念，如何解答這道題，.蘭、 把握節(jié)賽，教會(huì)學(xué)生方法，使政治課更加多元化方法，讓學(xué)生在以后的學(xué)習(xí)中能做到學(xué)會(huì)自主學(xué)習(xí)，觸類旁通，在課堂上的四十分鐘，必須把握好節(jié)奏，充分利用好，不僅舉一反三，符合新課程理念的“以學(xué)生為主體，培養(yǎng)學(xué)生學(xué)會(huì)自要完成當(dāng)堂的教學(xué)任務(wù)，還要達(dá)到新課程標(biāo)準(zhǔn)，踐行新課程理念，主學(xué)習(xí)”。政治課是一門活生生的課，它需要現(xiàn)實(shí)的生活中的例取得良好的效果。在教學(xué)實(shí)踐中，我主要采用“學(xué)案導(dǎo)學(xué)”的教它需要我們?cè)诂F(xiàn)實(shí)生活中去運(yùn)用，我們不能只是讓學(xué)生局限于書(shū)學(xué)方法和“小組合作的方法”。首先，學(xué)案導(dǎo)學(xué)法更加注重學(xué)生本，局限于課本中的知識(shí)點(diǎn)，而是要讓學(xué)生掌握學(xué)習(xí)的方法，不課前的預(yù)習(xí)和訓(xùn)練，在課堂上是學(xué)生根據(jù)老師設(shè)置的問(wèn)題或以后的學(xué)習(xí)中這也正是所謂的“授之以漁”遠(yuǎn)比“授之以魚(yú)”更者情景活動(dòng)，根據(jù)自己已經(jīng)完成的學(xué)案講講，不懂的或者有疑問(wèn)具有實(shí)在性和更顯得有意義。總之，古人云“吾日三省吾身”，這就是告誡人們?nèi)绻粩噙M(jìn)步，就要不斷反思、反省，作為教師，我們只有在教學(xué)過(guò)程獲的。在節(jié)省時(shí)間的同時(shí)還能提高效率，何樂(lè)而不為呢?但并不中不斷反思，發(fā)現(xiàn)向題、分析問(wèn)題、解決問(wèn)題，不斷改進(jìn)，學(xué)會(huì)總結(jié)，才能不斷提高自己的教師專業(yè)水平，才能更好地適應(yīng)社會(huì)是講完了，學(xué)生理解了就是成功了，還要課堂練習(xí)，這一環(huán)節(jié)還發(fā)展的需要，也才能更好地履行自己的職責(zé)，發(fā)展和完善自己.是至關(guān)重要的。教師講得再好，學(xué)生當(dāng)時(shí)即使掌握了，如果參考文獻(xiàn)[1]國(guó)家教委《普通高中思想政治課程標(biāo)準(zhǔn)(實(shí)驗(yàn))解讀> [S]北題最好是近幾年的高考題或者是模擬試題，規(guī)定在一定的時(shí)間內(nèi)高:人民教育出版社，2005[2]劉頻《構(gòu)建政治課有效課堂的思考》[D].《中學(xué)政治教學(xué)參完成，接著請(qǐng)幾位學(xué)生上臺(tái)寫(xiě)出自己的答案，給學(xué)生打分，經(jīng)過(guò)考》2006-5核對(duì)答案，了解到學(xué)生完成的情況，對(duì)于答對(duì)的學(xué)生請(qǐng)其說(shuō)說(shuō)他Thematic Progression and Text Analysis范杰(青島農(nóng)業(yè)大學(xué)外國(guó)語(yǔ)學(xué)院山東青島266109)[ Abstract] Based on Thematic Progression of Functional Grammar, this paper attempts to demonstrate the application of ThematicProgression in text analysis. By analyzing the Thematic structure of a text and the patterns of Thematic Progression, we can gain an insight intothe writer' s underlying concermns and better understand the text.[ Key words] Theme ; Rheme ; Thematic Progression ; text analysis[中圖分類號(hào)] HO-0[文獻(xiàn)標(biāo)識(shí)碼]B[文章編號(hào)] 2095-3089 (2012) 05-0092-021. IntroductionTn (=Tn-1)一-RnHalliday in his book Functional Grammar proposed that, fromii) Linear Progression (the Rheme or part of the Rheme of thethe viewpoint of textual function, a clause can be divided into towirst clause becomes the Theme of the next)-Theme and Rheme. Many linguists joined in the studyof Thematic structure, especially in 8 text or in a paragraph. TheT2(-RI)- -R2Theme and Rheme of each clause in a coherent text are related toTn(Rn-1)- -Rneach other in various ways, Danes refers to this rclation as Thematic進(jìn)) Constant Progression (the Rhemes of all the clauses are theProgression. Many Chinese scholars such as Xu Sbenghuan have alsoame but the Themes are different)explored the different patterns of Thematic Progression. By showingthe definition of Theme and Rheme and the patterns of Thematic-R2 (=R1)Progression, this paper attempts to demonstrate the application ofTo - -Rn (-R1)Thematic Progression in text analysis.v) Crossing Progression (The theme of the first clause is theeme of the next clause)According to Halliday, Theme is one element in a particularstructural configuration which organizes the clause as a message.T2- R2(=T1)Within that configuration, the Theme is the starting-point for theRn(=Tn-1 )message; it is the ground from which the clause takes off. The4. Application of Thematic Progression in textremainder of the message, the part in which the Theme develops, isana lysiscalled Rheme, as shown in (1) and (2By analyzing the Thematic structure of a text, we can gain an(1) You (T) "\ probably haven' t seen that flm. (R)insight into its texture and understand how the writer makes clear to(2) Last night (T) ll I weat to the cinema. (R)us the nature of his underlying concerms. When we deal with a text,3. Thematic Progress ionwe can locate the Theme and Rheme of each sentence. Then we canA text or a syntactic complex whole consists mostly two or moresee what the writer mainly wants to say, from where the writer beginsclauses that are related to each other. And there is cohesion amongand where the writer picks up a new topic, etc. Thus we can betterthe clauses. Therefore, there will be some connection among theunderstand the whole text. To ilustrate this, let' s see the followingThemes and Rbemes of the ncighboring clauscs. This is referred to asThematic Progression. As the theme progresses forward, the wholein 1863, the Football Association approved a game thatXu Shenghuan (1982) proposed fout Datterns ofThematieoutlawed carrying and kept the ball at men' s feet. The game stillProgression:watheans matcogo.oweverpenorenwouraoe berowwoani) Parallel progression (within a text, all of the clauses have theCup. Whole tea中國(guó)煤化工rd on the feld withsame Theme and different Rhemes)the ball kept cloTHCNMH(asses or long kicks,and some of thell nearer rugby thanT2 (=T1)Rfootball. By the early 1870s, however, the fast, exciting, and open92 2012年第5期.