1, set the cultural classroom situation
Chinese is the carrier of national culture, which embodies the humanistic feelings of the Chinese nation, is full of rich humanistic spirit and moral factors, contains profound cultural accumulation and shines with the brilliance of rational thinking, and is the best material to improve students' humanistic quality. It is different from direct moral education, but a kind of recessive moral education, that is, guiding students to read texts, allowing students to talk with saints and wise men through time and space, communicate with pioneers and hikers, feel their great personality charm, profound ideological connotation, extraordinary wisdom and creative ability, and then feel the expressive force and vitality of language and writing, and be influenced by excellent culture to form an enterprising attitude towards life. We often say that "knowing the books and being reasonable" and "enjoying the poems and books" refer to the hidden moral education function of traditional culture.
Therefore, as a Chinese teacher, we should strive to create a cultural atmosphere in the Chinese classroom, create a teaching situation suitable for the Chinese classroom, pay more attention to the influence of the environment in the teaching process, and create a physical environment for teaching through comprehensive use of internal introduction, external introduction and comparison with life. In the teaching process, teachers should create a variety of teaching situations according to teaching needs to stimulate students' emotions. For example, portraits of ancient celebrities and famous sayings written by calligraphers are posted on the walls of classrooms to create a strong cultural atmosphere; Or choose appropriate music to play according to the content of the text, skillfully integration of language the music language and literature, and render the atmosphere; Or quote allusions and poems related to the text to pave the way; Or use multimedia to make related video materials. Let the students feel the exquisiteness and splendor of China culture and art unconsciously. For example, when I was teaching winter in Jinan, I introduced it like this: Students, Su Shi, a writer in the Song Dynasty, wrote a poem: "The water is clear and sunny, and the mountains are Kong Yu." If you want to compare the West Lake to the West Lake, it is always appropriate to go into battle lightly. "Hangzhou West Lake is one of the top ten tourist attractions in China. Her spring is particularly beautiful: ten miles long embankment, misty rain, distant mountains and near water, all in the picture. Walking and boating around the lake makes people feel like they are in a picture world. In summer, Switzerland, a world-famous summer resort, has the most beautiful scenery: green mountains and forests, surrounded by light blue lakes, reflecting the snow at the head of the Alps; Waterfalls on cliffs and flowers in full bloom on grasslands are veritable "world parks". Do the students know where autumn and winter are the most beautiful? This is our famous "Spring City" Jinan. Lao She wrote in the article Autumn in Jinan: "God gave the art of summer to Switzerland, the West Lake in spring and Jinan in autumn and winter. "In the author's pen, Jinan's autumn and winter scenery is picturesque and unique. Today, let's enjoy the beautiful scenery of Jinan in winter. Let students experience the spring of West Lake in Hangzhou and the warmth of winter in Jinan in Su Shi's poems and Lao She's articles.
2. Excavate the connotation of traditional culture.
China is a country of poetry, and classical poetry is the essence of China traditional culture. Therefore, while teaching language, Chinese teachers should dig deep into the connotation of traditional culture and convey its reasonable core and real value to contemporary middle school students in an appropriate way. In fact, most Chinese articles are full of cultural spirit, which is worth exploring and excavating.
Therefore, in teaching, I consult relevant materials with students to understand the poet's life story and get a preliminary understanding of the poet's mood when writing this poem. Students not only know some works related to the author, but also expand their knowledge, which lays a correct emotional tone for understanding this poem and is conducive to a deeper understanding of the context and feelings of the poem. Gradually, students fell in love with ancient poems, read consciously after class, met many famous poets, and accumulated many good words and sentences, which became their precious spiritual wealth. Some students know Fan Zhongyan and are impressed by his noble feelings of "worrying about the world first, and enjoying the world later". Some students know Li Qingzhao and know that a poetess can have a gentleman's mind. Some students know Li Shangyin and are moved by his dedication. "Silkworms in spring will weave until they die, and candles will drain the wick every night." At the same time, we also discuss folk customs together, especially the second volume of the eighth grade. We can enjoy the beautiful scenery not only in Fu on the Three Gorges of the Yellow River, but also in spring wine, Yunnan Song Festival and duck eggs during the Dragon Boat Festival.
In the usual teaching practice, I am committed to digging up relevant cultural common sense from text notes and reading tips; Starting with the words in the class, we can dig out the relevant cultural background and philosophical connotation; Starting with the story, excavate the specific cultural connotation of the book; Starting with the theme of the text, excavating excellent traditional virtues; Starting with students' questions, we can explore cultural interests. When teaching Mo Huaiqi's "Walking", I started from the plot of "incompatibility" and let students choose between "taking the road" and "taking the path" through empathy, so as to deepen students' thinking and explore the national ethical concept contained in it and the traditional virtue of "respecting the old and loving the young" embodied by deep affection. In this interaction, we have a detailed and systematic understanding of China's traditional culture.
Understanding, so as to subtly optimize students' value orientation.
3. Taste the meaning of traditional culture.
Most of the literary works in Chinese textbooks are works with rich feelings and beautiful words, bearing the profoundness of national culture, conveying the interest of ancient people with lofty ideals in life and shining with humanistic light. Therefore, when we enter the text, teachers should guide students to interpret and taste the literary language, image and aesthetic taste in a personalized way.
The ancients said well, "The author of the sketch is lyrical, and the viewer is lyrical." Moreover, modern educators also advocate that Chinese classes should have Chinese flavor. I think the so-called Chinese flavor mainly comes from the humanistic color of language. "How many worries can there be, just like a river flowing eastward" expresses endless "worries" with image metaphor; "The sunrise is in the east, the sunset is in the west, and Tao is ruthless and affectionate", using emotional puns to describe Chun Qing as if nothing had happened; "I will sit on the fishing rod and lazily stand by the stream, but I suddenly dream of sailing to the sun with a boat", which skillfully expresses their wishes for life with historical allusions. Through language and writing, we realize the exquisiteness and broadness of the motherland's language, the beauty of artistic conception between the lines and the colorful life.
In addition, I also agree with Zhu's view that "poor reading should pay attention to health" and advocate personalized reading in the teaching process. For example, when I was teaching Feng Jicai's Earthly Wonders, I asked the students to find three key words to promote the development of the story, suggesting that they are one word, two words and three words respectively, so as to grasp the key words "Niu", "Have fun" and "sell at a low price", and then vividly show the contest between the strange clay figurine Zhang and Hai Zhangwu to the students, so that they can understand the dignity of folk artists such as Tianjin Wei.
In the teaching process, I also encourage students to taste from emotional and artistic images. There are rich artistic images in Chinese textbooks, from which we can get a glimpse of the excellent traditional virtues of the Chinese nation. Therefore, when analyzing characters, students should be guided to discover the truth, goodness and beauty of characters. For example, when studying Mulan's article in the seventh grade, we can dig deep into the traditional virtues of Mulan along the context of the text. For example, she belongs to the heroic courage of a heroine and the daughter heart of a delicate daughter.