文言文誦讀法古今談

　　誦讀(du)法是(shi)(shi)文(wen)言文(wen)教學(xue)(xue)中一(yi)種(zhong)重要方法。什么(me)是(shi)(shi)“誦讀(du)”呢？從詞(ci)義學(xue)(xue)的(de)角度(du)理解，有(you)認(ren)為是(shi)(shi)“念(nian)（詩文(wen)）”的(de)（《現(xian)代(dai)漢語(yu)詞(ci)典》），有(you)認(ren)為是(shi)(shi)“念(nian)、熟(shu)(shu)讀(du)”的(de)（《辭源(yuan)》），有(you)認(ren)為“念(nian)、熟(shu)(shu)讀(du)、背誦”的(de)（《漢語(yu)大詞(ci)典》）。作為一(yi)種(zhong)通俗的(de)解釋(shi)，這(zhe)些說(shuo)法并沒有(you)什么(me)不(bu)對，但(dan)如果僅(jin)此解釋(shi)，對語(yu)文(wen)教學(xue)(xue)來說(shuo)是(shi)(shi)不(bu)夠(gou)的(de)。

　　“誦(song)”和“讀”，從(cong)詞源(yuan)上(shang)是(shi)有區別的(de)。《說文解(jie)字(zi)(zi)》：“誦(song)，諷也。從(cong)言(yan)(yan)，甬聲(sheng)(sheng)。”“諷，誦(song)也。從(cong)言(yan)(yan)，風聲(sheng)(sheng)。”許慎是(shi)將二字(zi)(zi)互訓的(de)，段玉(yu)裁作(zuo)注(zhu)(zhu)(zhu)時，依據《周(zhou)(zhou)禮·大司樂》對(dui)二字(zi)(zi)作(zuo)了(le)精辟(pi)獨到(dao)的(de)辨析(xi)，他說：“倍文曰(yue)(yue)諷，以聲(sheng)(sheng)節之(zhi)(zhi)曰(yue)(yue)誦(song)。倍同背，謂不(bu)開讀也。誦(song)則(ze)非直背文，又(you)為(wei)吟(yin)(yin)(yin)(yin)詠以聲(sheng)(sheng)節之(zhi)(zhi)。”對(dui)“吟(yin)(yin)(yin)(yin)”的(de)解(jie)釋，《說文》謂之(zhi)(zhi)：“吟(yin)(yin)(yin)(yin)，呻(shen)也。從(cong)口(kou)，今(jin)聲(sheng)(sheng)。”而對(dui)“呻(shen)”的(de)解(jie)釋則(ze)是(shi)：“呻(shen)，吟(yin)(yin)(yin)(yin)也。從(cong)口(kou)，申聲(sheng)(sheng)。”段玉(yu)裁注(zhu)(zhu)(zhu)：“按呻(shen)者，吟(yin)(yin)(yin)(yin)之(zhi)(zhi)舒(shu)；吟(yin)(yin)(yin)(yin)者，呻(shen)之(zhi)(zhi)急(ji)。渾言(yan)(yan)則(ze)不(bu)別也。”“呻(shen)吟(yin)(yin)(yin)(yin)”聯用有“誦(song)讀”之(zhi)(zhi)義，《莊子(zi)·列御冠》：“鄭人緩(huan)(huan)也，呻(shen)吟(yin)(yin)(yin)(yin)裘(qiu)之(zhi)(zhi)地，只三年而緩(huan)(huan)為(wei)儒(ru)。”可(ke)見“吟(yin)(yin)(yin)(yin)”的(de)急(ji)促聲(sheng)(sheng)音(yin)活動(dong)(dong)，與“呻(shen)”的(de)舒(shu)緩(huan)(huan)聲(sheng)(sheng)音(yin)活動(dong)(dong)的(de)配合，可(ke)以形(xing)成“誦(song)讀”“緩(huan)(huan)急(ji)”的(de)情(qing)(qing)態(tai)。所謂“吟(yin)(yin)(yin)(yin)詠”，實際上(shang)是(shi)一種情(qing)(qing)感(gan)的(de)抒發。《詩·周(zhou)(zhou)南·關睢序》）：“吟(yin)(yin)(yin)(yin)詠情(qing)(qing)性，以風其上(shang)。”孔穎達疏：“動(dong)(dong)聲(sheng)(sheng)曰(yue)(yue)吟(yin)(yin)(yin)(yin)，長(chang)言(yan)(yan)曰(yue)(yue)詠。作(zuo)詩必歌故(gu)言(yan)(yan)吟(yin)(yin)(yin)(yin)詠情(qing)(qing)性也。”“長(chang)言(yan)(yan)”，是(shi)漢代注(zhu)(zhu)(zhu)家譬況(kuang)字(zi)(zi)音(yin)的(de)用語，意思是(shi)發音(yin)舒(shu)緩(huan)(huan)，為(wei)字(zi)(zi)調中的(de)舒(shu)調，可(ke)理(li)解(jie)為(wei)曼聲(sheng)(sheng)長(chang)吟(yin)(yin)(yin)(yin)。由此可(ke)見，“誦(song)”，是(shi)一種有情(qing)(qing)態(tai)，而又(you)寓情(qing)(qing)于(yu)聲(sheng)(sheng)、以聲(sheng)(sheng)傳情(qing)(qing)的(de)表達方式。

　　“讀(du)”，《說文(wen)》解(jie)(jie)釋為“籀書也(ye)”，段注則解(jie)(jie)釋為“抽繹其義(yi)，蘊至(zhi)于(yu)(yu)(yu)無窮(qiong)，是之謂讀(du)。”進而他(ta)又解(jie)(jie)釋：“諷，誦亦可云讀(du)，而讀(du)之義(yi)不(bu)止于(yu)(yu)(yu)諷、誦。諷誦止得其文(wen)辭，讀(du)乃(nai)得其義(yi)蘊。”可見“讀(du)”不(bu)僅(jin)包括“誦”，它還特(te)別側(ce)重于(yu)(yu)(yu)內容的理解(jie)(jie)。

　　正因為“誦(song)(song)(song)”和(he)“讀(du)(du)(du)(du)”的(de)(de)(de)(de)含義有(you)差別，古(gu)人(ren)(ren)在運(yun)用(yong)時也有(you)區(qu)別。如：子(zi)曰：“誦(song)(song)(song)詩三百，授之以(yi)政。”（《論(lun)語·子(zi)路》）“又尚論(lun)古(gu)之人(ren)(ren)。頌（同(tong)誦(song)(song)(song)）其(qi)(qi)詩，讀(du)(du)(du)(du)其(qi)(qi)書，不知其(qi)(qi)人(ren)(ren)，可(ke)乎(hu)？”（《孟子(zi)·萬章下》《周(zhou)禮·春官·大司(si)樂(le)》中記(ji)(ji)載(zai)：“以(yi)樂(le)語教國子(zi)：興、道、諷、誦(song)(song)(song)、言、語。”《禮記(ji)(ji)·文(wen)王世(shi)子(zi)》記(ji)(ji)載(zai)：“春誦(song)(song)(song)、夏弦……秋學禮……冬(dong)讀(du)(du)(du)(du)書。”《左傳(chuan)》中記(ji)(ji)載(zai)：“公讀(du)(du)(du)(du)其(qi)(qi)書。”先秦典籍中，多把“誦(song)(song)(song)”和(he)“讀(du)(du)(du)(du)”分(fen)開運(yun)用(yong)。一(yi)(yi)般說來(lai)，對(dui)韻(yun)文(wen)是“誦(song)(song)(song)”，對(dui)散文(wen)是“讀(du)(du)(du)(du)”。這些(xie)可(ke)理解為古(gu)人(ren)(ren)對(dui)二(er)者(zhe)(zhe)強調(diao)的(de)(de)(de)(de)側重點不同(tong)。但究其(qi)(qi)實(shi)(shi)質，二(er)者(zhe)(zhe)又是統一(yi)(yi)的(de)(de)(de)(de)，一(yi)(yi)方(fang)(fang)(fang)面“誦(song)(song)(song)”能增強閱讀(du)(du)(du)(du)的(de)(de)(de)(de)刺激量，另(ling)一(yi)(yi)方(fang)(fang)(fang)面“讀(du)(du)(du)(du)”能加深閱讀(du)(du)(du)(du)的(de)(de)(de)(de)理解性，二(er)者(zhe)(zhe)配(pei)合相得彰益(yi)，因此(ci)，實(shi)(shi)踐(jian)中的(de)(de)(de)(de)二(er)者(zhe)(zhe)結合也就順理成(cheng)(cheng)章了。隨著實(shi)(shi)踐(jian)的(de)(de)(de)(de)加強，人(ren)(ren)們(men)對(dui)“誦(song)(song)(song)讀(du)(du)(du)(du)”結合的(de)(de)(de)(de)重要性逐漸加深，在讀(du)(du)(du)(du)書中將二(er)者(zhe)(zhe)結合起來(lai)運(yun)用(yong)就成(cheng)(cheng)了一(yi)(yi)種行之有(you)效的(de)(de)(de)(de)讀(du)(du)(du)(du)書方(fang)(fang)(fang)法了。司(si)馬遷(qian)在《史(shi)記(ji)(ji)·留侯世(shi)家》中記(ji)(ji)載(zai)：“旦日(ri)視(shi)其(qi)(qi)書，乃《太公兵法》也。良因異之，常(chang)可(ke)誦(song)(song)(song)讀(du)(du)(du)(du)之。”其(qi)(qi)實(shi)(shi)，“誦(song)(song)(song)”是“讀(du)(du)(du)(du)”的(de)(de)(de)(de)一(yi)(yi)種表達方(fang)(fang)(fang)式，“讀(du)(du)(du)(du)”是“誦(song)(song)(song)”這種“吟詠以(yi)聲(sheng)”的(de)(de)(de)(de)理解基(ji)礎，二(er)者(zhe)(zhe)是難以(yi)截然分(fen)開的(de)(de)(de)(de)。所(suo)以(yi)“誦(song)(song)(song)讀(du)(du)(du)(du)”和(he)“讀(du)(du)(du)(du)誦(song)(song)(song)”成(cheng)(cheng)為一(yi)(yi)個整體，經常(chang)出(chu)現在漢以(yi)后的(de)(de)(de)(de)一(yi)(yi)些(xie)典籍著作中。

　　集前(qian)人(ren)讀(du)(du)(du)(du)(du)(du)(du)書(shu)(shu)(shu)的(de)(de)(de)經驗，宋(song)代(dai)朱(zhu)(zhu)(zhu)(zhu)熹將“誦(song)(song)(song)(song)讀(du)(du)(du)(du)(du)(du)(du)”作(zuo)(zuo)為一(yi)種重(zhong)要(yao)的(de)(de)(de)學習方法，記(ji)載(zai)于教育論述之(zhi)中。元代(dai)程(cheng)端禮在《程(cheng)氏(shi)家塾讀(du)(du)(du)(du)(du)(du)(du)書(shu)(shu)(shu)分(fen)年日(ri)程(cheng)》，第二冊，卷(juan)三，《朱(zhu)(zhu)(zhu)(zhu)子讀(du)(du)(du)(du)(du)(du)(du)書(shu)(shu)(shu)法》中記(ji)載(zai)了(le)朱(zhu)(zhu)(zhu)(zhu)子讀(du)(du)(du)(du)(du)(du)(du)書(shu)(shu)(shu)有六條，其(qi)(qi)(qi)中有一(yi)條曰“熟(shu)讀(du)(du)(du)(du)(du)(du)(du)精(jing)(jing)(jing)思”。朱(zhu)(zhu)(zhu)(zhu)子闡(chan)釋道(dao)：“荀子說(shuo)，誦(song)(song)(song)(song)數(shu)以貫之(zhi)。見(jian)得古(gu)(gu)人(ren)誦(song)(song)(song)(song)書(shu)(shu)(shu)，亦記(ji)遍(bian)(bian)數(shu)。乃知橫渠(qu)（人(ren)名）數(shu)人(ren)讀(du)(du)(du)(du)(du)(du)(du)書(shu)(shu)(shu)必(bi)須(xu)成誦(song)(song)(song)(song)，真(zhen)道(dao)學第一(yi)義(yi)(yi)。”朱(zhu)(zhu)(zhu)(zhu)子這里的(de)(de)(de)“誦(song)(song)(song)(song)”。其(qi)(qi)(qi)實也(ye)(ye)把“讀(du)(du)(du)(du)(du)(du)(du)”的(de)(de)(de)含義(yi)(yi)包括在其(qi)(qi)(qi)中了(le)。他理解的(de)(de)(de)“誦(song)(song)(song)(song)讀(du)(du)(du)(du)(du)(du)(du)”，其(qi)(qi)(qi)意(yi)義(yi)(yi)是“真(zhen)道(dao)學第一(yi)義(yi)(yi)”，其(qi)(qi)(qi)內(nei)容是“熟(shu)讀(du)(du)(du)(du)(du)(du)(du)精(jing)(jing)(jing)思”，其(qi)(qi)(qi)步驟是首先“必(bi)須(xu)成誦(song)(song)(song)(song)”。而且對(dui)“誦(song)(song)(song)(song)”他還作(zuo)(zuo)了(le)如下闡(chan)釋：“誦(song)(song)(song)(song)數(shu)已(yi)足，而未成誦(song)(song)(song)(song)，必(bi)欲成誦(song)(song)(song)(song)。遍(bian)(bian)數(shu)未足，雖已(yi)成誦(song)(song)(song)(song)，必(bi)滿(man)遍(bian)(bian)數(shu)。”對(dui)這種熟(shu)讀(du)(du)(du)(du)(du)(du)(du)精(jing)(jing)(jing)思中的(de)(de)(de)“誦(song)(song)(song)(song)”，他在另外(wai)的(de)(de)(de)文(wen)中又(you)具體解釋道(dao)：“凡讀(du)(du)(du)(du)(du)(du)(du)書(shu)(shu)(shu)須(xu)整頓(dun)兒案，令潔凈端正，將書(shu)(shu)(shu)冊整齊頓(dun)放，正身體，對(dui)書(shu)(shu)(shu)冊，詳緩看(kan)字(zi)，仔(zi)細分(fen)明讀(du)(du)(du)(du)(du)(du)(du)之(zhi)。須(xu)要(yao)讀(du)(du)(du)(du)(du)(du)(du)得字(zi)字(zi)響(xiang)亮，不(bu)(bu)(bu)(bu)可誤一(yi)字(zi)，不(bu)(bu)(bu)(bu)可少一(yi)字(zi)，不(bu)(bu)(bu)(bu)可多(duo)一(yi)字(zi)，不(bu)(bu)(bu)(bu)可倒(dao)一(yi)字(zi)，不(bu)(bu)(bu)(bu)可牽強暗記(ji)；只要(yao)是多(duo)誦(song)(song)(song)(song)數(shu)遍(bian)(bian)，自(zi)然上口，久遠不(bu)(bu)(bu)(bu)忘。古(gu)(gu)人(ren)云，讀(du)(du)(du)(du)(du)(du)(du)書(shu)(shu)(shu)千遍(bian)(bian)，其(qi)(qi)(qi)義(yi)(yi)自(zi)見(jian)，謂(wei)熟(shu)讀(du)(du)(du)(du)(du)(du)(du)則(ze)不(bu)(bu)(bu)(bu)待解說(shuo)，自(zi)曉其(qi)(qi)(qi)義(yi)(yi)也(ye)(ye)。余嘗謂(wei)讀(du)(du)(du)(du)(du)(du)(du)書(shu)(shu)(shu)有三到，謂(wei)心(xin)到、眼(yan)到、口到。心(xin)不(bu)(bu)(bu)(bu)在此(ci)，眼(yan)不(bu)(bu)(bu)(bu)看(kan)仔(zi)細，心(xin)眼(yan)既(ji)不(bu)(bu)(bu)(bu)專一(yi)，卻(que)只浪漫誦(song)(song)(song)(song)讀(du)(du)(du)(du)(du)(du)(du)，決不(bu)(bu)(bu)(bu)能記(ji)，記(ji)亦不(bu)(bu)(bu)(bu)能久也(ye)(ye)。三到之(zhi)中，心(xin)到最急，心(xin)既(ji)到矣，眼(yan)口豈不(bu)(bu)(bu)(bu)到乎。”（《朱(zhu)(zhu)(zhu)(zhu)子蒙童須(xu)知·讀(du)(du)(du)(du)(du)(du)(du)書(shu)(shu)(shu)寫文(wen)字(zi)》）朱(zhu)(zhu)(zhu)(zhu)子不(bu)(bu)(bu)(bu)僅對(dui)“誦(song)(song)(song)(song)讀(du)(du)(du)(du)(du)(du)(du)”時的(de)(de)(de)形體提出(chu)了(le)要(yao)求，也(ye)(ye)不(bu)(bu)(bu)(bu)僅對(dui)“誦(song)(song)(song)(song)讀(du)(du)(du)(du)(du)(du)(du)”的(de)(de)(de)要(yao)點作(zuo)(zuo)出(chu)了(le)規范，而且對(dui)“誦(song)(song)(song)(song)讀(du)(du)(du)(du)(du)(du)(du)”的(de)(de)(de)精(jing)(jing)(jing)髓也(ye)(ye)作(zuo)(zuo)了(le)進一(yi)步揭(jie)示，即讀(du)(du)(du)(du)(du)(du)(du)書(shu)(shu)(shu)應“三到”，進而對(dui)“心(xin)到最急”又(you)作(zuo)(zuo)了(le)強調(diao)，這就更充實了(le)“熟(shu)讀(du)(du)(du)(du)(du)(du)(du)精(jing)(jing)(jing)思”中的(de)(de)(de)“精(jing)(jing)(jing)”。

　　朱(zhu)子的(de)(de)理論總結，確定(ding)了“誦(song)(song)讀”在(zai)我(wo)國語文(wen)教(jiao)學(xue)(xue)(xue)(xue)，特別是文(wen)言文(wen)教(jiao)學(xue)(xue)(xue)(xue)的(de)(de)傳統教(jiao)學(xue)(xue)(xue)(xue)方法的(de)(de)地位，朱(zhu)子后的(de)(de)教(jiao)學(xue)(xue)(xue)(xue)論集都把它寫進教(jiao)學(xue)(xue)(xue)(xue)規范中(zhong)。朱(zhu)熹后的(de)(de)真德秀所撰的(de)(de)《家塾常儀》中(zhong)有一《誦(song)(song)讀》規范，它明(ming)確規定(ding)“專心(xin)肅容，記(ji)遍(bian)(bian)(bian)數(shu)(shu)(shu)。句(ju)句(ju)字字分明(ming)，每句(ju)終字重讀則句(ju)完，不可添增虛(xu)聲，使句(ju)讀不明(ming)。遍(bian)(bian)(bian)數(shu)(shu)(shu)未(wei)(wei)足(zu)(zu)而(er)(er)已(yi)成(cheng)誦(song)(song)，必(bi)足(zu)(zu)遍(bian)(bian)(bian)數(shu)(shu)(shu)；遍(bian)(bian)(bian)數(shu)(shu)(shu)已(yi)足(zu)(zu)而(er)(er)未(wei)(wei)成(cheng)誦(song)(song)，必(bi)加數(shu)(shu)(shu)成(cheng)誦(song)(song)。”明(ming)代屠羲英(ying)《童子禮·讀書(shu)》中(zhong)規定(ding)，“整容定(ding)志(zhi)，看(kan)字斷句(ju)。……務要字字分曉，……仍須細記(ji)遍(bian)(bian)(bian)數(shu)(shu)(shu)熟讀，如遍(bian)(bian)(bian)數(shu)(shu)(shu)已(yi)足(zu)(zu)，而(er)(er)未(wei)(wei)成(cheng)誦(song)(song)，必(bi)欲成(cheng)誦(song)(song)，其(qi)(qi)遍(bian)(bian)(bian)數(shu)(shu)(shu)未(wei)(wei)足(zu)(zu)，雖已(yi)成(cheng)誦(song)(song)，必(bi)滿遍(bian)(bian)(bian)數(shu)(shu)(shu)，方止。”清(qing)代張履祥在(zai)《初(chu)學(xue)(xue)(xue)(xue)備(bei)忘》中(zhong)指出(chu)，讀書(shu)“先令(ling)成(cheng)誦(song)(song)，而(er)(er)徐以涵泳其(qi)(qi)意味，休(xiu)之于心(xin)。”清(qing)代學(xue)(xue)(xue)(xue)者(zhe)張岱(dai)在(zai)敘(xu)述(shu)自己(ji)的(de)(de)學(xue)(xue)(xue)(xue)習時(shi)，對誦(song)(song)讀的(de)(de)描述(shu)是“正襟危坐，朗(lang)誦(song)(song)白文(wen)數(shu)(shu)(shu)十余過，其(qi)(qi)意忽然有省。”

　　綜上所述，誦讀古代(dai)所賦(fu)于它(ta)的精髓是：熟讀精思(si)，口誦心(xin)惟。

　　到了(le)(le)現代，隨(sui)著語(yu)文(wen)教學的不斷(duan)改革(ge)，又由于不同的改革(ge)思想在起作用，誦(song)讀法(fa)這一(yi)語(yu)文(wen)的傳統方(fang)法(fa)經歷了(le)(le)浮沉起伏，人們對它的看(kan)法(fa)也呈現出眾說紛紜(yun)的情況。

　　葉(xie)圣陶先(xian)生在(zai)(zai)(zai)談論(lun)文(wen)(wen)言(yan)(yan)(yan)(yan)文(wen)(wen)閱讀(du)(du)(du)(du)(du)(du)時，沒(mei)有(you)(you)“誦(song)(song)(song)(song)(song)讀(du)(du)(du)(du)(du)(du)”一(yi)詞(ci)，他(ta)在(zai)(zai)(zai)《中(zhong)(zhong)學(xue)(xue)(xue)國文(wen)(wen)學(xue)(xue)(xue)習法(fa)》一(yi)文(wen)(wen)中(zhong)(zhong)指出(chu)(chu)(chu)：“學(xue)(xue)(xue)習文(wen)(wen)言(yan)(yan)(yan)(yan)，必(bi)須熟(shu)(shu)讀(du)(du)(du)(du)(du)(du)若干(gan)篇。勉強(qiang)記(ji)住不(bu)(bu)算熟(shu)(shu)，要(yao)能(neng)自(zi)然成(cheng)誦(song)(song)(song)(song)(song)才(cai)行。……要(yao)養成(cheng)熟(shu)(shu)極如(ru)流(liu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)看(kan)文(wen)(wen)言(yan)(yan)(yan)(yan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)習慣，非先(xian)熟(shu)(shu)讀(du)(du)(du)(du)(du)(du)若干(gan)篇文(wen)(wen)言(yan)(yan)(yan)(yan)不(bu)(bu)可。”這(zhe)(zhe)段話(hua)表(biao)明他(ta)對誦(song)(song)(song)(song)(song)讀(du)(du)(du)(du)(du)(du)的(de)(de)(de)(de)(de)(de)(de)(de)(de)理(li)解(jie)是“熟(shu)(shu)讀(du)(du)(du)(du)(du)(du)”、“成(cheng)誦(song)(song)(song)(song)(song)”。他(ta)在(zai)(zai)(zai)《〈精讀(du)(du)(du)(du)(du)(du)指導舉隅〉前(qian)言(yan)(yan)(yan)(yan)》中(zhong)(zhong)說(shuo)道：“讀(du)(du)(du)(du)(du)(du)法(fa)通(tong)常分(fen)兩(liang)種：一(yi)種是吟(yin)誦(song)(song)(song)(song)(song)，一(yi)種是宣(xuan)(xuan)(xuan)讀(du)(du)(du)(du)(du)(du)。無論(lun)文(wen)(wen)言(yan)(yan)(yan)(yan)白(bai)話(hua)，都可以(yi)用(yong)這(zhe)(zhe)兩(liang)種讀(du)(du)(du)(du)(du)(du)法(fa)來讀(du)(du)(du)(du)(du)(du)。”他(ta)還(huan)分(fen)別指出(chu)(chu)(chu)兩(liang)種讀(du)(du)(du)(du)(du)(du)法(fa)的(de)(de)(de)(de)(de)(de)(de)(de)(de)特(te)點：“至于(yu)宣(xuan)(xuan)(xuan)讀(du)(du)(du)(du)(du)(du)，只是依照對于(yu)文(wen)(wen)字的(de)(de)(de)(de)(de)(de)(de)(de)(de)理(li)解(jie)，平(ping)正地讀(du)(du)(du)(du)(du)(du)下(xia)去，用(yong)連貫與間歇(xie)表(biao)示出(chu)(chu)(chu)句子(zi)(zi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)組織與前(qian)句和(he)(he)后句的(de)(de)(de)(de)(de)(de)(de)(de)(de)分(fen)界來。”而“文(wen)(wen)言(yan)(yan)(yan)(yan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)吟(yin)誦(song)(song)(song)(song)(song)”，“就是心、眼、口(kou)、耳(er)并用(yong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)一(yi)種學(xue)(xue)(xue)習方(fang)法(fa)”，是“為了(le)傳出(chu)(chu)(chu)文(wen)(wen)字的(de)(de)(de)(de)(de)(de)(de)(de)(de)情趣，暢發讀(du)(du)(du)(du)(du)(du)者的(de)(de)(de)(de)(de)(de)(de)(de)(de)感(gan)興(xing)(xing)”的(de)(de)(de)(de)(de)(de)(de)(de)(de)。另外，他(ta)還(huan)把(ba)文(wen)(wen)言(yan)(yan)(yan)(yan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)吟(yin)誦(song)(song)(song)(song)(song)與白(bai)話(hua)的(de)(de)(de)(de)(de)(de)(de)(de)(de)吟(yin)誦(song)(song)(song)(song)(song)作(zuo)了(le)區別。文(wen)(wen)言(yan)(yan)(yan)(yan)吟(yin)誦(song)(song)(song)(song)(song)，“各地有(you)(you)各地的(de)(de)(de)(de)(de)(de)(de)(de)(de)調子(zi)(zi)，彼(bi)此(ci)(ci)并不(bu)(bu)一(yi)致(zhi)。”這(zhe)(zhe)就是說(shuo)吟(yin)誦(song)(song)(song)(song)(song)是有(you)(you)一(yi)定(ding)的(de)(de)(de)(de)(de)(de)(de)(de)(de)曲調的(de)(de)(de)(de)(de)(de)(de)(de)(de)。白(bai)話(hua)吟(yin)誦(song)(song)(song)(song)(song)，“大致(zhi)與話(hua)劇演員念臺詞(ci)差不(bu)(bu)多(duo)，按照國語的(de)(de)(de)(de)(de)(de)(de)(de)(de)語音，在(zai)(zai)(zai)抑揚頓挫表(biao)情傳神方(fang)面多(duo)多(duo)用(yong)功夫。”這(zhe)(zhe)段話(hua)實(shi)際上(shang)就是我(wo)們現在(zai)(zai)(zai)說(shuo)的(de)(de)(de)(de)(de)(de)(de)(de)(de)朗(lang)誦(song)(song)(song)(song)(song)。不(bu)(bu)難(nan)看(kan)出(chu)(chu)(chu)，葉(xie)老(lao)(lao)把(ba)誦(song)(song)(song)(song)(song)讀(du)(du)(du)(du)(du)(du)法(fa)分(fen)解(jie)成(cheng)了(le)“宣(xuan)(xuan)(xuan)讀(du)(du)(du)(du)(du)(du)”和(he)(he)“吟(yin)誦(song)(song)(song)(song)(song)”，這(zhe)(zhe)實(shi)際上(shang)是將“誦(song)(song)(song)(song)(song)”和(he)(he)“讀(du)(du)(du)(du)(du)(du)”，用(yong)一(yi)表(biao)內(nei)容的(de)(de)(de)(de)(de)(de)(de)(de)(de)“吟(yin)”和(he)(he)一(yi)表(biao)形式(shi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)“宣(xuan)(xuan)(xuan)”作(zuo)修飾(shi)，使其(qi)成(cheng)為更具體化的(de)(de)(de)(de)(de)(de)(de)(de)(de)一(yi)種表(biao)達(da)形式(shi)。從其(qi)本質(zhi)上(shang)講，葉(xie)老(lao)(lao)的(de)(de)(de)(de)(de)(de)(de)(de)(de)不(bu)(bu)同提法(fa)與古代所(suo)提的(de)(de)(de)(de)(de)(de)(de)(de)(de)“誦(song)(song)(song)(song)(song)讀(du)(du)(du)(du)(du)(du)”沒(mei)有(you)(you)什么區別。然而由于(yu)時代的(de)(de)(de)(de)(de)(de)(de)(de)(de)不(bu)(bu)同，葉(xie)老(lao)(lao)對“誦(song)(song)(song)(song)(song)讀(du)(du)(du)(du)(du)(du)”作(zuo)用(yong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)理(li)解(jie)不(bu)(bu)僅停留(liu)在(zai)(zai)(zai)自(zi)己的(de)(de)(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)習上(shang)，而且還(huan)擴大到宣(xuan)(xuan)(xuan)講上(shang)，因(yin)此(ci)(ci)，葉(xie)老(lao)(lao)提出(chu)(chu)(chu)了(le)文(wen)(wen)言(yan)(yan)(yan)(yan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)“吟(yin)誦(song)(song)(song)(song)(song)”還(huan)要(yao)“暢發讀(du)(du)(du)(du)(du)(du)者的(de)(de)(de)(de)(de)(de)(de)(de)(de)感(gan)興(xing)(xing)”，這(zhe)(zhe)種“暢發”雖不(bu)(bu)同于(yu)“白(bai)話(hua)吟(yin)誦(song)(song)(song)(song)(song)”，但它(ta)還(huan)得通(tong)過“調子(zi)(zi)”表(biao)達(da)出(chu)(chu)(chu)來。不(bu)(bu)過，將這(zhe)(zhe)種“暢發讀(du)(du)(du)(du)(du)(du)者的(de)(de)(de)(de)(de)(de)(de)(de)(de)感(gan)興(xing)(xing)”，要(yao)學(xue)(xue)(xue)生通(tong)過“調子(zi)(zi)”表(biao)達(da)出(chu)(chu)(chu)來的(de)(de)(de)(de)(de)(de)(de)(de)(de)作(zuo)法(fa)，現在(zai)(zai)(zai)可能(neng)還(huan)暫時做不(bu)(bu)到。作(zuo)為教(jiao)師的(de)(de)(de)(de)(de)(de)(de)(de)(de)文(wen)(wen)言(yan)(yan)(yan)(yan)文(wen)(wen)教(jiao)授(shou)和(he)(he)學(xue)(xue)(xue)生的(de)(de)(de)(de)(de)(de)(de)(de)(de)文(wen)(wen)言(yan)(yan)(yan)(yan)文(wen)(wen)學(xue)(xue)(xue)習我(wo)覺得還(huan)是“熟(shu)(shu)讀(du)(du)(du)(du)(du)(du)”、“成(cheng)誦(song)(song)(song)(song)(song)”好。葉(xie)老(lao)(lao)提出(chu)(chu)(chu)按“調子(zi)(zi)”“吟(yin)誦(song)(song)(song)(song)(song)”的(de)(de)(de)(de)(de)(de)(de)(de)(de)方(fang)法(fa)，是有(you)(you)特(te)定(ding)的(de)(de)(de)(de)(de)(de)(de)(de)(de)時代要(yao)求(qiu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)，那時，按“調子(zi)(zi)”“吟(yin)誦(song)(song)(song)(song)(song)”可能(neng)是一(yi)種司空見慣的(de)(de)(de)(de)(de)(de)(de)(de)(de)現象，可到了(le)今天(tian)，能(neng)按“調子(zi)(zi)”、“吟(yin)誦(song)(song)(song)(song)(song)”，就成(cheng)了(le)一(yi)種特(te)殊的(de)(de)(de)(de)(de)(de)(de)(de)(de)技藝了(le)。當然，如(ru)果老(lao)(lao)師掌握“吟(yin)誦(song)(song)(song)(song)(song)”的(de)(de)(de)(de)(de)(de)(de)(de)(de)“調子(zi)(zi)”，在(zai)(zai)(zai)教(jiao)學(xue)(xue)(xue)中(zhong)(zhong)加以(yi)運用(yong)也未嘗不(bu)(bu)可。

　　四(si)(si)川(chuan)辭(ci)書出版社出版，李(li)德成(cheng)(cheng)主編的(de)(de)(de)(de)(de)《閱(yue)讀(du)(du)(du)(du)辭(ci)典(dian)》中對(dui)“誦(song)(song)(song)(song)(song)(song)讀(du)(du)(du)(du)”的(de)(de)(de)(de)(de)理解又(you)(you)不(bu)一(yi)(yi)(yi)(yi)(yi)樣(yang)，書中有(you)一(yi)(yi)(yi)(yi)(yi)個(ge)“四(si)(si)誦(song)(song)(song)(song)(song)(song)”條，它(ta)(ta)的(de)(de)(de)(de)(de)解釋(shi)(shi)是(shi)(shi)(shi)：“朗誦(song)(song)(song)(song)(song)(song)、吟(yin)(yin)誦(song)(song)(song)(song)(song)(song)、背(bei)(bei)誦(song)(song)(song)(song)(song)(song)，默誦(song)(song)(song)(song)(song)(song)等四(si)(si)種誦(song)(song)(song)(song)(song)(song)讀(du)(du)(du)(du)方式(shi)(shi)的(de)(de)(de)(de)(de)合稱。其中，默誦(song)(song)(song)(song)(song)(song)是(shi)(shi)(shi)背(bei)(bei)誦(song)(song)(song)(song)(song)(song)的(de)(de)(de)(de)(de)特(te)殊(shu)類(lei)型。”這個(ge)解釋(shi)(shi)告訴我(wo)們：誦(song)(song)(song)(song)(song)(song)讀(du)(du)(du)(du)包(bao)括朗誦(song)(song)(song)(song)(song)(song)、吟(yin)(yin)誦(song)(song)(song)(song)(song)(song)、背(bei)(bei)誦(song)(song)(song)(song)(song)(song)、默誦(song)(song)(song)(song)(song)(song)等。另外，它(ta)(ta)對(dui)朗誦(song)(song)(song)(song)(song)(song)的(de)(de)(de)(de)(de)解釋(shi)(shi)是(shi)(shi)(shi)這樣(yang)的(de)(de)(de)(de)(de)：“聲讀(du)(du)(du)(du)法(fa)之(zhi)(zhi)一(yi)(yi)(yi)(yi)(yi)。指運用富有(you)感(gan)情(qing)色彩的(de)(de)(de)(de)(de)有(you)聲語(yu)言轉換作(zuo)品(pin)的(de)(de)(de)(de)(de)文字語(yu)言的(de)(de)(de)(de)(de)閱(yue)讀(du)(du)(du)(du)方法(fa)。”它(ta)(ta)對(dui)吟(yin)(yin)誦(song)(song)(song)(song)(song)(song)的(de)(de)(de)(de)(de)解釋(shi)(shi)是(shi)(shi)(shi)這樣(yang)的(de)(de)(de)(de)(de)：“聲讀(du)(du)(du)(du)法(fa)之(zhi)(zhi)一(yi)(yi)(yi)(yi)(yi)。指一(yi)(yi)(yi)(yi)(yi)種用唱(chang)歌似的(de)(de)(de)(de)(de)音調來誦(song)(song)(song)(song)(song)(song)讀(du)(du)(du)(du)作(zuo)品(pin)，從而感(gan)受作(zuo)品(pin)的(de)(de)(de)(de)(de)思想(xiang)內容和韻味情(qing)調的(de)(de)(de)(de)(de)閱(yue)讀(du)(du)(du)(du)方法(fa)。……吟(yin)(yin)誦(song)(song)(song)(song)(song)(song)有(you)兩種方式(shi)(shi)：一(yi)(yi)(yi)(yi)(yi)種是(shi)(shi)(shi)按照一(yi)(yi)(yi)(yi)(yi)定的(de)(de)(de)(de)(de)曲調去唱(chang)，這類(lei)吟(yin)(yin)誦(song)(song)(song)(song)(song)(song)又(you)(you)叫(jiao)吟(yin)(yin)唱(chang)，吟(yin)(yin)詠、吟(yin)(yin)哦，吟(yin)(yin)諷(feng)；另一(yi)(yi)(yi)(yi)(yi)種誦(song)(song)(song)(song)(song)(song)讀(du)(du)(du)(du)成(cheng)(cheng)分(fen)較多，曲調感(gan)不(bu)很(hen)強(qiang)，但聽起來瑯瑯上口，連貫流暢，這類(lei)吟(yin)(yin)誦(song)(song)(song)(song)(song)(song)又(you)(you)叫(jiao)吟(yin)(yin)讀(du)(du)(du)(du)，朗吟(yin)(yin)，諷(feng)誦(song)(song)(song)(song)(song)(song)。前(qian)一(yi)(yi)(yi)(yi)(yi)類(lei)吟(yin)(yin)誦(song)(song)(song)(song)(song)(song)適(shi)用于讀(du)(du)(du)(du)律(lv)詩、絕句(ju)、詞、賦等抒情(qing)性強(qiang)的(de)(de)(de)(de)(de)古(gu)典(dian)文學(xue)作(zuo)品(pin)，后一(yi)(yi)(yi)(yi)(yi)類(lei)適(shi)用于讀(du)(du)(du)(du)長(chang)篇歌行詩、古(gu)代散(san)文中敘事性強(qiang)的(de)(de)(de)(de)(de)文學(xue)作(zuo)品(pin)。”它(ta)(ta)對(dui)背(bei)(bei)誦(song)(song)(song)(song)(song)(song)的(de)(de)(de)(de)(de)解釋(shi)(shi)是(shi)(shi)(shi)這樣(yang)的(de)(de)(de)(de)(de)：“聲讀(du)(du)(du)(du)法(fa)之(zhi)(zhi)一(yi)(yi)(yi)(yi)(yi)。指用反(fan)復誦(song)(song)(song)(song)(song)(song)讀(du)(du)(du)(du)的(de)(de)(de)(de)(de)方式(shi)(shi)達到準確記憶文字材料的(de)(de)(de)(de)(de)一(yi)(yi)(yi)(yi)(yi)種閱(yue)讀(du)(du)(du)(du)方法(fa)。”它(ta)(ta)對(dui)默誦(song)(song)(song)(song)(song)(song)的(de)(de)(de)(de)(de)解釋(shi)(shi)是(shi)(shi)(shi)“指在心里默默記誦(song)(song)(song)(song)(song)(song)，是(shi)(shi)(shi)背(bei)(bei)誦(song)(song)(song)(song)(song)(song)的(de)(de)(de)(de)(de)一(yi)(yi)(yi)(yi)(yi)種特(te)殊(shu)類(lei)型。”以上解釋(shi)(shi)好像很(hen)詳(xiang)細，由于劃分(fen)的(de)(de)(de)(de)(de)科學(xue)性不(bu)太明確，看(kan)了(le)以上的(de)(de)(de)(de)(de)解釋(shi)(shi)，我(wo)們倒還會產生一(yi)(yi)(yi)(yi)(yi)些模糊感(gan)。這些解釋(shi)(shi)中的(de)(de)(de)(de)(de)大小概念的(de)(de)(de)(de)(de)并列和交叉，倒使人有(you)點莫衷(zhong)一(yi)(yi)(yi)(yi)(yi)是(shi)(shi)(shi)。

　　周大璞(pu)主編的(de)《古代漢語(yu)教學辭典(dian)(dian)》中(zhong)對“誦(song)讀(du)(du)”只是(shi)作(zuo)了(le)如下(xia)說(shuo)明：“誦(song)讀(du)(du)可以增(zeng)強語(yu)感。誦(song)讀(du)(du)的(de)同時(shi)還要(yao)提倡精(jing)思。”這似乎(hu)也太簡(jian)了(le)。由許嘉璐任總主編的(de)《高中(zhong)語(yu)文學習(xi)詞典(dian)(dian)》中(zhong)則把默讀(du)(du)、朗讀(du)(du)、吟讀(du)(du)、誦(song)讀(du)(du)分開并列著(zhu)解釋(shi)。它認(ren)為，“誦(song)讀(du)(du)，心、眼、口、耳并用(yong)的(de)出(chu)聲閱(yue)讀(du)(du)。采(cai)用(yong)誦(song)讀(du)(du)方式，可以邊(bian)(bian)讀(du)(du)邊(bian)(bian)想(xiang)象語(yu)言文字所描繪的(de)情景，然后再用(yong)語(yu)言把想(xiang)象中(zhong)的(de)畫面描述出(chu)來。”作(zuo)為一(yi)種(zhong)教學方法，我認(ren)為此二書的(de)解釋(shi)，倒(dao)還較(jiao)為切合(he)實(shi)際。他們(men)的(de)說(shuo)法對“誦(song)讀(du)(du)”的(de)本源有(you)繼承(cheng)，特(te)別是(shi)許說(shuo)對“誦(song)讀(du)(du)”的(de)內容還有(you)所豐(feng)富。

　　透(tou)過(guo)對(dui)“誦讀(du)(du)”的(de)(de)古今內涵的(de)(de)比(bi)較(jiao)分析，我覺得文(wen)言文(wen)的(de)(de)誦讀(du)(du)法，抓其(qi)本質，則可(ke)以這(zhe)樣理(li)解：通過(guo)對(dui)文(wen)言文(wen)的(de)(de)眼(yan)觀(guan)口(kou)誦心(xin)惟(wei)，熟讀(du)(du)精思成誦，達到對(dui)詩文(wen)全面深入理(li)解的(de)(de)教學方(fang)法，就是文(wen)言文(wen)誦讀(du)(du)法。

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