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高中语文文学与修辞题型总结
高中语文文学与修辞题型是高中语文考试中常见的一类题型，要求学生能够理解和运用各种修辞手法，分析文学作品中的语言特点和修辞手法。
1. 比喻与拟人：这类题型要求学生能够理解和辨析比喻和拟人的用法，并分析其在文章中的作用和意义。
常见的题型有填空、翻译和解析。
2. 夸张与对比：学生需要通过阅读文学作品，理解夸张和对比的用法，并分析其对文学作品的表达和效果产生的影响。
题型可以是选择题、阅读理解和写作题。
3. 排比与倒装：这一类题型考查学生对排比和倒装的理解和运用能力，要求学生分析其在文章中的作用和表达的意义。
常见的题型有改错、填空和写作。
4. 比较与描写：学生需要通过描写和比较等手法来分析文学作
品中的语言特点和修辞手法的运用。
题型常见的有阅读理解、写作
和解析。
5. 联想与夸张：这类题型要求学生具备联想和夸张的能力，能
够运用联想和夸张来帮助理解文学作品中的难句和比喻等修辞手法。
常见的题型有填空、解析和翻译。
这些是高中语文文学与修辞题型的总结，通过对这些题型的研
究和分析，学生将能够更好地理解和运用各种修辞手法，提高语文
研究的能力和水平。
参考资料：
- 《高中语文教学大纲》
- 高中语文教材。
【高中】文学类文本十二种修辞专题知识梳理（附例题及答案）壹~知识梳理~知识点1、基本含义与能力范围《考试说明》要求“理解常见修辞手法在文中的表达作用”。
体现了一种命题趋向：试题侧重能力的考查。
但须注意的是，不再要求识别常见的修辞方法并不等于不辨别掌握。
因为对“表达作用”或“表达效果”的领会是以了解、识别修辞手法为基础的。
“常见的修辞方法”的范围没有明确的规定，一般还是以原考试说明为准，即比喻、夸张、排比、设问、反问、引用、比拟、对比、对偶、反语、反复、借代等12种修辞手法。
“表达作用或效果”主要是通过对具体文段中运用的不同修辞手法分析理解，能准确地把握作者在文中所要表达的思想情感。
知识点2、常见修辞手法的具体表达作用或效果1、比喻(1)明喻。
如：他那张脸皱缩得像个干瘪的茄子，不知怎么会那么愁闷?(2)暗喻。
如：儿童是祖国的花朵。
(3)借喻。
如：其缺点是见树木不见森林，拣了芝麻绿豆却丢了西瓜三种比喻的区别：明喻出现本体、喻体，用比喻词“像”、“似”、“仿佛”等；暗喻出现本体、喻体，不用比喻词；借喻只出现喻体，不出现本体和比喻词。
通感(移觉)是一种特殊的比喻。
如：光与影有着和谐的旋律，交口梵婀玲上奏着的名曲。
效果：形象生动的写出了+本体特征+人物情感/事物状态2、比拟(1)拟人。
如：荷花，有袅娜地开着的，有羞涩地打着朵儿的。
(2)拟物。
如：在众人的呼喝声中，那个恶霸夹着尾巴逃走了。
(以人拟物)月光如流水一般，静静地泻在这一片叶子和花上。
(以物拟物)效果：生动形象，增强感情色彩。
比拟与比喻的区别：比喻用乙事物来比甲事物，比拟用描写乙事物的词语来描写甲事物；比喻出现喻体，比拟不出现拟体；比喻常用名词，比拟常用动词、形容词。
3、夸张(1)扩大。
如：这家伙一手遮天。
(2)缩小。
如：五岭逶迤腾细浪，乌蒙磅礴走泥丸。
（3）超前夸张。
如：看到那片麦田，我就闻到了香面包的味道。
效果：生动形象，给人以深刻的印象。
4、借代(1)特征代本体。
修辞手法专题复习教案第一章：复习导入1.1 教学目标：让学生回顾已学的修辞手法，包括比喻、拟人、夸张、排比、对偶、反复、设问、反问等。
帮助学生理解修辞手法的定义和作用。
激发学生对修辞手法的兴趣和运用能力。
1.2 教学内容：复习各种修辞手法的定义和特点。
通过例句和练习题，让学生识别和运用不同的修辞手法。
引导学生思考修辞手法在写作中的重要性。
1.3 教学步骤：1.3.1 回顾修辞手法的定义和作用。
1.3.2 通过示例和练习，让学生识别和运用比喻、拟人、夸张等修辞手法。
1.3.3 小组讨论，分享彼此的练习成果和心得体会。
第二章：比喻和拟人2.1 教学目标：让学生掌握比喻和拟人的修辞手法。
帮助学生理解比喻和拟人的定义和特点。
培养学生在写作中运用比喻和拟人的能力。
2.2 教学内容：比喻和拟人的定义和特点。
比喻和拟人在写作中的作用和效果。
比喻和拟人的练习和应用。
2.3 教学步骤：2.3.1 讲解比喻和拟人的定义和特点。
2.3.2 通过示例和练习，让学生识别和运用比喻和拟人。
2.3.3 小组讨论，分享彼此的练习成果和心得体会。
第三章：夸张和排比3.1 教学目标：让学生掌握夸张和排比的修辞手法。
帮助学生理解夸张和排比的定义和特点。
培养学生在写作中运用夸张和排比的能力。
3.2 教学内容：夸张和排比的定义和特点。
夸张和排比在写作中的作用和效果。
夸张和排比的练习和应用。
3.3 教学步骤：3.3.1 讲解夸张和排比的定义和特点。
3.3.2 通过示例和练习，让学生识别和运用夸张和排比。
3.3.3 小组讨论，分享彼此的练习成果和心得体会。
第四章：对偶和反复4.1 教学目标：让学生掌握对偶和反复的修辞手法。
帮助学生理解对偶和反复的定义和特点。
培养学生在写作中运用对偶和反复的能力。
4.2 教学内容：对偶和反复的定义和特点。
对偶和反复在写作中的作用和效果。
对偶和反复的练习和应用。
4.3 教学步骤：4.3.1 讲解对偶和反复的定义和特点。
➢AphesisDefinition: the omission of an initial part of a word.Example: Thou on whose stream, ’mid the steep sky’s commotion 暴动、暴乱(’mid --amid)➢SyncopeDefinition: the omission of a medial part of a word.Example: A voice so thrilling ne’er was heardIn spring-time from the cuckoo-birdBreaking the silence of the seasAmong the farthest Hebrides(ne’er--never)➢ApocopeDefinition: the omission of a final part of a wordExample: Till a’ the seas gang dry, my dear.And the rocks melt wi’ the sunI will love thee still, my dear,While the sands o’ life shall run(a’—all, wi’—with, o’--of)➢GraphologyDefinition: by graphology is meant the encoding of meaning in visual symbols.Example: shape of text; type of print; grammetrics; punctuation; indentation.(Eg of type of print) Me up at doesout of the floorquietly Starea poisoned mousestill who aliveis asking whathave i done thatYou wouldn’t have➢GrammetricsDefinition: By grammetrics is meant the ways in which grammatical units are fitted into metrical units such as lines and stanzasExample:This Is Just to SayI have eatenthe plumsthat were inthe icebox →and whichyou were probablysavingfor breakfast →Forgive methey were deliciousso sweetand so cold(“→→”means a very strong pulling-forward effect; “→”means a less strong pulling-forward effect. “eaten,the, in”all indicate a strong fulling-forward effect. )➢Marked themeDefinition: the literary writer places any of the rest of clause elements in the thematic position in order to achieve certain literary effect.Example: A lone she cuts and binds the grain,And sings a melancholy strain;O listen! for the vale profoundIs overflowing with the sound(“alone” is a fronting of the adjunct that can make the element highly noticeable) ➢AffixationDefinition: affixation is the addition of a prefix or suffix to an item which already exists in the languageExample: there was a balconyful of gentlemen.(“balcony+ful” is a vivid description of the number of people staying on the balcony.) ➢CompoundingDefinition: compounding is the combination of two or more items to make a single compound one.Example: Baby wakeOpen-eyed;Open-eyed:as a verbless adjective clause, express a result➢ConversionDefinition: conversion, described as “zero affixation” is the adaptation of an item to a new grammatical function without changing its form.Example: “Don’t be such a harsh parent, father!”“Don’t father me!”(the noun”father” is changed to a verb to express the annoyance and discontent.) ➢OxymoronDefinition: Oxymoron is the yoking together of two expressions which are incompatible, so that in combination they have no conceivable literal reference to reality.e.g. As the wretched creature mumbled and chuckled in her hideous merriment, the undertaker turned to go away. (Oliver Twist)➢ParadoxDefinition: A Paradox is a statement which is absurd because it is self-evidently false.e.g. It was a bright, cold day in April, and the clocks were striking thirteen.➢SynecdocheDefinition: Synecdoche is a type of transference of meaning which involves the substitution of a part for the whole.e.g. Return to her?...No, rather I abjure all roofs and choose…To be a comrade with the wolf and owl.➢MetonymyDefinition: Metonymy is the substitution of a word referring to an attribute of the thing that is meant, rather than the substitution of a part for the whole, or the whole for a part.e.g. Sceptre and CrownMust tumble downAnd in the dust be equal madeWith the poor crooked Scythe and Spade.(Shirley,The Glories of our Blood)Here, Sceptre and Crown represent their power and authority, and metonyms for kings and queens. Scythe and Spade are things used by peasants or farm workers, and are metonyms for peasants.➢Metaphor(重点！)Metaphor: It is associated with particular rule of transference, that is, the figurative meaning is derived from the literal meaning or it is, as it were, the literal meaning.e.g. Life's but a walking shadow, a poor playerThat struts and frets his hour upon the stageAnd then is heard no more: it is a tale( life is like a walking shadow, a poor player .)Five types:A. One type of sensory perception is expressed in terms of anotherB. A non-human referent is given human attributesC. A non-animate referent is given animate characteristicsD. An abstraction is treated as if it were animateE. A human referent is treated either as an inanimate being or an animal or a bird➢OverstatementOverstatement is termed hyperbole in traditional rhetoric. It distorts the truth by great exaggeration. It is usually used to emphasize strong feeling and to create a sentimental, satiric or comic effect.e.g. Till a' the seas gang dry, my dear,And the rocks melt wi' the sun!And I will luve thee still, my dear,While the sands o' life shall run.All the seas will never become dry and rocks will unlikely melt with the sun, the hyperbolic expressions here strongly emphasize the promise of undying love.➢UnderstatementUnderstatement: understatement is the opposite of overstatement in that it misrepresents the truth by deliberately understating it as opposed to exaggerating it. e.g. The face wasn't a bad one; It had what they called charm. (Galsworthy)The face wasn't a bad one in this context is a non-committal way of saying: the face was a very good one.➢HomophonyHomophony: words that have the same pronunciation but differ in form and meaning.e.g. When I am dead, I hope it may be said“His sins were scarlet, but his books are read.”The past participle of the verb “read” which relates to his books, and the adjective “red” relating to its hyponym scarlet in the first half of the same line.➢HolysemyPolysemy: the ambiguity of an individual word or phrase that can be used to express two or more different meaningse.g. Ben Battle was a warrior bold,And used to war's alarms;But a cannon-ball took off his legs,So he laid down his arms.In this context, “arms”can refer to the upper limbs of the said warrior as well as the weapons he carries.➢AlliterationAlliteration is the repetition of the initial consonant cluster in stressed syllables. Eg. Cold are the crabs that crawl on yonder hills,Colder the cucumbers that grow beneath…➢RhymeRhyme is the identity of sounds between words or verse lines extending back from the end to the last fully accented vowel and not further.Eg. CandyIs dandy,But liquorIs quicker.➢AssonanceAssonance is the repetition of identical vowel or diphthong in stressed syllables. Eg. Think from how many treesDead leaves are broughtTo earth on seed or wing➢ConsonanceConsonance is the repetition of the final consonat cluster in stressed syllables. Eg. Nothing lovelier than that lonely call,Bare and singular, like a gull,And three notes or four, then that was all.It drew up from the quiet like a well,Waited, sang, and vanishing, was still.➢OnomatopoeiaOnomatopoeia refers to the use of words formed in imitation of the natural sounds associated with the object or action involved, and it may also be phrased as the recurrence of phonemes in a text unit that suggests certain natural sounds which reinforce the meaning conveyed in that text unit.Eg. Crack came an officer’s club on his forehead.➢IambIamb or Iambic foot is the commonest type of verse foot. It is a pattern in which one stressed syllable alternates with one unstressed syllable, beginning with the unstressed syllable.Eg. In every cry of every manIn every infant’s cry of fear➢TrocheeTrochee or throchaic foot is a pattern in which one stressed syllable alternates with one unstressed syllable, beginning with the stressed syllable.Eg. Men of England, wherefore ploughFor the Lords who lay yellow?➢AnapaestAnapaest or the anapaestic foot is a pattern in which one stressed syllable alternates with two unstressed syllables, beginning with the two unstressed syllables.Eg. The Assy rian came down like the wolf on the fold.➢DactylDactyl or dactylic foot is a pattern in which one stressed syllable alternates with two unstressed syllables, beginning with the stressed syllable.Eg. Sing me a song of a lad that is gone➢DimeterA dimeter is a verse line that has two metrical feet.Eg. One more unfortunateWeary of breathRashly importunate,Gone to her death!➢TetrameterA tetrameter a verse line that has four metrical feet.Eg. Who fought for freedom, more than lifeWho gave up all, to die in strife?➢PentameterA pentameter is a verse line that has five metrical feet.Eg. How like a winter hath my absence beenFrom thee, the pleasure of the fleeting year!➢Immediate repetitionImmediate repletion means the repeated unit immediately follows the initial unit. Eg. Do not go gentle into that good night,Old age should burn and rave at close of day,Rage, rage against the dying of light.➢Intermittent repetionEg. O, how that name befits my composition,Old Gaunt indeed, and gaunt in being old.➢Large-scale parallelismBy large-scale parallelism we mean the kind which consists of more than two juxtaposed units.Eg. I came, I saw, I conquered.➢Small-scale parallelismSmall-scale parallelism is the case which consists of only two juxtaposed units.Eg. His fees were high; his lessons were light.。
《汉语修辞学》复习资料一、填空题1．中国第一部修辞学专著是《文则》。
2．“辞达”与“言文”的结合是孔子修辞学说的重要内容。
他的论述在中国修辞学史上具有开创性。
3．标志中国现代修辞学建立的著作是陈望道的《修辞学发凡》。
4．修辞是依据题旨情境，运用各种表现手段、方法，提高语言表达效果的一种活动。
5．我们要学好修辞，一定要学好语音、词汇、语法等有关知识，这样才有牢固的基础。
6．人们如果巧妙地利用语境的某种特殊条件进行修辞活动，就能使语言焕发出夺目的光彩。
7．语境即语言环境宏观的语境指特定的社会和时代背景；微观的语境指语言本身的具体环境，即说话写文章时特定的对象，特定的时间、地点、场合以及一定的题旨。
8．“文以辨洁为能，不以繁缛为巧。
”出自刘勰的《文心雕龙》。
9．“推敲”这一典故出自唐代诗人贾岛的诗中。
10．词语锤炼的基本要求是：准确朴实、简洁有力、新鲜活泼、生动形象。
11．词语锤炼与运用的基本方法有：、精心挑选、修饰点染、巧妙配合。
12．成语原形指的是某一事物，变体借用来改指某一事物，这种成语活用的方式叫别指。
13．借用成语原形，但感情色彩不一样，这种成语活用的方式叫易色。
14．有一则新闻《珠漂队骑“虎”难下》，报道珠江漂流队在贵州广西被困于虎滩一带，这里作者运用了成语活用方式中的别指。
15．串对又称流水对。
上下联意义相承，表示连贯、递进、因果、条件等关系。
16．“香浮鼻观煎茶熟，喜动眉间炼句成。
”作者是宋代的陆游。
17．排比是三个或三个以上意义相关，结构相同或相近的句子、词组，可以说它是对偶的扩大和发展。
18．“水质污染，鱼虾绝产，生物植物罕见——昔日白洋淀今安在？”这个反问句表示感叹。
19．“从前线回来的人说到白求恩，没有一个不佩服，没有一个不为他的精神所感动。
”这句运用了双重双否的句式。
20．设问句是自问自答，答案在问句之外；反问句则不用回答，答案包含在问句之中。
21．整句和散句是从结构形式上对句子的一种分类。
