文学作品中人物形象的分析是中学语文教学中的重点和难点。在教学中,教师如果过于依赖教参而缺乏深入思考,势必在引导学生欣赏和分析时存在片面和肤浅的弊端,进而导致一些学生难以理解人物形象的多面性和复杂性,只会简单地、机械地把人物分为“好的”、“坏的”。针对这一现象,笔者有意识地将教育人类学的一些重要思想引入课堂,以便引导学生走出固有的窠臼。一、教育人类学的动态研究过程教育人类学的母学科是人类学,它是一门教育学与人类学相遇而形成的新兴学科,其主要研究方法是民族志 The analysis of characters in literary works is the key and difficult point in Chinese teaching in middle schools. In teaching, if teachers rely too much on teaching reference and lack of in-depth thinking, it is bound to lead students to appreciate and analyze the existence of one-sided and superficial shortcomings, which led some students difficult to understand the multifaceted character and complexity, only simply, Mechanically character is divided into “good ”, “bad ”. In response to this phenomenon, the author consciously introduce some important ideas of educational anthropology into the classroom in order to guide students out of their inherent stereotypes. First, the dynamic study of educational anthropology process of education The main subject of anthropology is anthropology, which is a new discipline formed by the encounter between pedagogy and anthropology. Its main research method is ethnography