It is undoubtedly right that Chinese teaching attaches importance to the learning and application of language (speech), but it is a bit one-sided if it is regarded as the only task and goal of Chinese teaching. Chinese course is a comprehensive course with the unity of instrumentality and humanity. In Chinese teaching, we should not only guide students to learn and master certain knowledge and skills, but also guide students to develop good ideological and moral character and healthy aesthetic attitude. Relevant teaching theory holds that "teaching is a special communication activity between teachers and students aimed at promoting the formation of human culture." In fact, learning language for the sake of language (speech) does not exist, and it is not in line with the reality of learning, because language is just a symbol ―― thinking, culture and so on. Regarding the relationship between language and culture, Mr. Xing, a famous linguist in China, once pointed out: "The close relationship between language and culture can be described as' harmony'." He said: "Language is the symbol of culture, and culture is the trajectory of language." "Culture includes language, and language is a special culture in culture." What is the culture here? Many scholars believe that culture is "the humanization of nature" and that "all activities beyond instinct that human beings consciously act on nature and human society and their results belong to culture". Since language is a symbol that records human activities and their results, learning language is essentially learning and inheriting a certain culture, guiding students to carry out certain cultural practice activities, so as to achieve the goal of "humanizing people". At the same time, we should also see that "Chinese education is essentially a humanistic education, a spiritual education, and an education that points to people's hearts through language." If this kind of education is only carried out at the level of language perception and skill training, it will obviously fail to achieve its goal. It can be seen that Chinese education and teaching is not a question of whether cultural education is needed or not. What is important is how to implement cultural education reasonably and effectively according to the characteristics of Chinese subject, that is, how to put cultural education in Chinese listening, speaking, reading and writing, so that students can not only perceive, accumulate and use language, but also realize the cognition, experience and creation of culture. The author thinks that starting from the following aspects may give us some functions and help.
First, enhance cultural cognition in language learning. Chinese itself is an ideographic symbol system, and many words carry certain cultural information and meaning in form and meaning. For example, in Chinese characters, all the words related to wealth and things come from the shell, such as "goods, tribute, capital, wealth, storage, greed, selling, expensive, expense, loan, trade, stolen goods, Jia, bribe, rent, loan, pay and earn". This is because shells were used as money in ancient China, and shells were used for a certain period of time. Understanding this systematic culture is helpful for students to understand and master the meaning of the above Chinese characters. Another example is the word "Lu", where "Lu" is the door of the alley and "Left" is the left. This word means "common people". It also contains an ancient institutional culture, that is, respecting the right and condescending the left. If students understand this institutional culture, they can infer the meanings of words such as "friends" and "friends". It is particularly noteworthy that science and technology are changing with each passing day, and all aspects of social life are undergoing tremendous changes. As a cultural symbol, with the development and change of social life, language and characters will inevitably produce many new words and phrases, such as "Internet, hackers, clones, white-collar workers, fast food, volunteers, ants" and so on. In teaching, we should not only let students know the meaning of these words, but also let them know the contemporary cultural phenomena and cultural mentality expressed by these words, so as to understand and use these new words more accurately and understand the influence and significance of popular culture and popular culture in people's lives.
Second, enrich cultural feelings in reading appreciation. Culture includes not only language, but also literature and even technology. There are many literary works in middle school textbooks, which show the cultural characteristics of different times and regions. In the appreciation of literary works, we should not only pay attention to the understanding of the author's thoughts and feelings, but also pay attention to the understanding of the cultural background and spirit contained in the works, so that students can deepen their understanding of the image and significance of the works in a certain cultural time and space, and be influenced and inspired by a certain culture in their hearts. For example, Li Bai's poems and Du Fu's poems are obviously different in content and style. The former is detached, bold and elegant, while the latter is depressed, frustrated and close to reality. An important reason for this difference is that the culture they accept has different influences on cultural spirit. After suffering setbacks and blows, Li Bai took Taoist cultural thoughts as spiritual comfort, while Du Fu, who was born in a family of "serving Confucianism and guarding officials" for generations, always permeated with Confucian cultural thoughts in his works. It can be seen that in the reading appreciation of Du Li's poems, we should not only interpret her emotional rhyme from a literary perspective, but also interpret her spiritual character from a cultural perspective. We know that the influence of Confucianism and Taoism on China's ancient literature is deep-rooted, and it is obviously superficial and narrow to appreciate ancient literature without cultural background and spirit. Another example is Yu Dafu's famous essay Autumn in the Old Capital. The reason why I feel rich in meaning after reading it is because this article is soaked with cultural juice everywhere. Look at "Taoranting, Diaoyutai, Tanzhe Temple, Xishan, Yuquan". Don't any of these names make people feel a strong cultural atmosphere? And what does the action words of "urban idlers with thick cloth and jackets" show us? It is a kind of leisure and leisure in the cultural life of civilians under the roots of the imperial city. On the one hand, soil and water, on the other hand, culture is supporting one side! Ouyang Xiu and Su Dongpo were also invited by the author to accompany us to appreciate the "thick taste of autumn" in the time and space of culture. And the cricket's cry is also cultured. Crickets were originally chirping, but the author said that crickets in this northern country were "neighing". In Chinese, different animals have different descriptive symbols, such as tiger roar, dog bark, cock crow, Ma Si, cow moo, pig hum and sheep moo. The author uses the word "hiss" to arouse people's cultural association, and the cricket's cry is conceivable. Literary appreciation from a cultural perspective not only helps students to deepen their understanding of the author's works and explore the deep meaning of language, but also helps students to compare and perceive different cultures, thus guiding students to accept the influence of excellent culture, enrich their thoughts and develop good character.
Thirdly, cultural experience is carried out in composition training. Many middle school students' compositions are empty, superficial and dry. One reason is the lack of cultural background. As the material and spiritual achievement of human practice, culture always appears in all aspects of our living world, affecting people's thoughts and behaviors. We also notice that some excellent compositions can observe and express real life from a cultural perspective, thus giving people a sense of reality. For example, to write the same topic about "mother tongue", some students can only make a patchwork, and some students can write that mother tongue (Chinese) is not only a tool for us to exchange our thoughts and feelings, but also a star and moon that accompany us to grow up. It is in grandma's nursery rhymes, mom's stories and the teacher's Purple Stone Yueyun that we gradually grow and mature. This kind of composition contains certain cultural factors, so it is much richer in thoughts, feelings and language expression than the previous one. We really don't approve of putting some cultural labels on our compositions. For example, Sima Qian is indispensable when it comes to suffering and persistence, and Qu Yuan is indispensable when it comes to ideals and patriotism, because such a composition can't really show rich cultural connotations. We should know that culture and life are a kind of salt-soluble relationship, and the significance of cultural celebrities lies not in their "names", but in their behavior experience and morality. Therefore, to improve the cultural content of students' compositions, we must first strengthen students' cognition, feeling and experience of culture (traditional, contemporary, domestic and foreign). One of the important ways is to read more books and accumulate more money. Reading promotes writing, reading promotes writing, and the feelings and functions of culture are all in it.
Fourthly, try to construct culture in activity inquiry. Culture is not only historical relics and institutional customs, but also people's wisdom practice in reality. British scholar Raymond Williams said: Culture can refer to "a certain way of life" or "wisdom, especially the achievements and practice of artistic activities". Inquiry learning from the perspective of cultural construction should be the biggest highlight of the new curriculum Chinese. People's Education Publishing House has made many positive explorations in this respect. In the textbook, there are not only content sections such as "combing and exploring" and "reading classics", but also many topics aimed at guiding students to explore independently in after-school exercises. For example, high school Chinese is compulsory (2) "discussion and practice" after the president of Peking University took office. Fourthly, "Peking University is the earliest modern university in China. Do you know its history and Cai Yuanpei's school-running policy? Collect relevant materials after class and cooperate with classmates to run a wall newspaper with the theme of' Peking University I Know'. " This topic is intended to understand the history and spirit of Peking University through students' independent activities. This not only trains students' ability to collect materials and organize words, but also is a kind of cultural construction, which enables students to better understand their mission and responsibility to society under the inspiration of the historical spirit of Peking University. In this way, external cultural activities will become the strength and source of students' spiritual sublimation. In addition to the study of teaching materials, such as extracurricular reading, reading, debate and calligraphy competitions. It is conducive to the cultural construction of students. Because the general learning activity is often a plane "guiding learning" activity, while the independent inquiry activity is mainly a multi-dimensional cultural practice activity, which will have a positive impact and exercise on students' knowledge, ability, personality, thought, emotion and psychology. Therefore, some people say, "education is the bright road to culture."