As a cultural carrier, Chinese determines the particularity of Chinese subject different from other subjects. The inheritance, development and innovation of national culture depend on Chinese to a great extent. Carrying forward excellent traditional culture and improving students' traditional cultural level is a major task in Chinese teaching. "Chinese New Curriculum Standard" clearly points out: "Chinese curriculum in senior high school must give full play to its own advantages, carry forward and cultivate the national spirit, edify students with excellent culture, shape the spiritual character of loving the motherland and Chinese civilization and dedicating to the cause of human progress, and form healthy and beautiful emotions and enterprising attitude towards life"; "Read excellent works, taste the language, feel its ideological and artistic charm, and develop imagination and aesthetic power. Have a good sense of modern Chinese language, and strive to improve the sensitivity to the language of ancient poetry. ..... experience the profoundness and long history of Chinese culture, cultivate temperament, pursue noble taste and improve moral cultivation. " The new curriculum standard puts traditional culture education in an important position, which can be seen in all versions of the new curriculum standard textbooks. Chinese, bearing the heavy responsibility of traditional culture education, must adapt to the requirements of the times and seek effective ways and methods of traditional culture education in Chinese teaching according to the requirements of new Chinese curriculum standards, so as to give full play to the due role of Chinese subject and perform its due duties. Taking the textbook of Guangdong Education Edition as an example, this paper discusses the methods of traditional culture education in Chinese teaching in senior high schools.
First, the principles of traditional culture education
1. Teaching content should be scientifically designed based on teaching materials.
According to the requirements of basic education curriculum reform and the integrity of students' Chinese literacy, Chinese curriculum standards put forward three requirements: knowledge and ability, process and method, emotional attitude and values. To educate students in traditional culture, we should not only focus on the simple teaching of specific knowledge, but also grasp the objectives comprehensively and integrally, and implement the requirements of curriculum standards organically and mutually in teaching activities, so that students can truly acquire traditional cultural knowledge, absorb its spiritual connotation, form a positive emotional attitude and correct values, and try their best to guide and urge students to practice in daily life, so that good behavior becomes a habit and good moral cultivation becomes a necessary nourishment of the soul.
Under the guidance of Chinese Curriculum Standards, Chinese teachers should seriously consider and determine the objectives and requirements of each period, not stick to textbooks and implement texts; We should not only focus on the future, but also do a good job of brewing and extending, implement the teaching of this course, and at the same time contact and expand. Teachers have a common feeling in teaching, that is, they often feel that class hours are not enough. As we all know, teachers are only good at addition, but not at subtraction. The teacher should not only explain all the texts selected in the textbook thoroughly and comprehensively, but also add new contents, so the time is naturally short. Therefore, teachers should have an overall grasp of Chinese teaching in senior one and senior two, design teaching contents under the guidance of comprehensive goal consciousness, thoroughly understand teaching materials, scientifically arrange teaching contents according to the characteristics of teaching materials in each period, determine the focus of each class, unit and time period, focus on reading some texts, and boldly let students read some texts themselves and make good teaching arrangements.
2. Give full play to students' subjectivity, and combine in-class learning with out-of-class inquiry.
Chinese learning is a kind of thinking activity for students to understand texts, find problems and create meaning. From the perspective of discovery, the meaning of the text is discovered by readers through reading activities. It requires students to lead their own thinking activities, construct new knowledge and meaning, and achieve a distinctive and profound understanding according to their existing knowledge reserves and learning experience. In Chinese learning activities, students should not only receive well-designed questions and mechanical training, but also become masters of learning, absorb humanistic nutrients from texts and reality, construct their own knowledge structure, enrich their spiritual world, that is, the qualities of knowledge, emotion, will and mind, and be good at learning, appreciating beauty and creating. Students feel and experience the spiritual essence of traditional culture in their study, but also respect their subjectivity and let them read, discover and create independently.
At the same time, teachers should respect students' individualized understanding and creation. Wang Fuzhi, an ancient scholar in China, put forward such a view in Jiang Zhai Shi Hua: "The author thinks with one voice, and the reader is complacent with his feelings." "Self-satisfaction" here refers to the generation and creation of the meaning of the works by readers. Encourage students to think independently, form the habit of studying problems from multiple angles, encourage doubt and innovation, and allow students to have different views. Promote teaching exchange, dialogue, interaction and experience sharing, guide students to carry out independent, cooperative and inquiry learning, advocate the extension of respecting spirit and the creation of spiritual personality, and make the classroom have an endless atmosphere. Strengthen students' Chinese practice and life experience, and let students develop in the main activities. The time for Chinese class is limited, but the space for extracurricular study is vast. Teachers should stimulate students' interest in learning and be good at guiding and encouraging students to explore further.
3. Teachers should play the role of a good guide in students' learning and inquiry activities.
Give full play to students' subjectivity and emphasize independent cooperation and inquiry. Teachers should be the coordinator of cooperation and the guide of inquiry. After all, the knowledge of students is limited. In the process of imparting knowledge, teachers should guide students to find information methods and explore directions, let students know "where to go", let students discuss and analyze by various means on the basis of mastering sufficient information, guide students to make extensive contact, question and ask difficult questions, start thinking from point to point, and make a comprehensive induction to realize the transition from perceptual to rational. When students have a deeper understanding of the learning objects, teachers should further deepen their learning activities, or form words, so that students can show their research results and enjoy and evaluate them together, or let traditional culture meet and merge with social life, activate the times of traditional culture, and let learning activities lead to the depths of students' hearts. Guide students to transfer learning, "starting from the classroom, getting out of the classroom and integrating into life". Learning is for use. Learning activities are the main way for students to express their feelings, activate their thinking and show their wisdom, and it is also the time for students to exert their creative spirit. Only in activities and migration can students' wisdom, aura and creativity be fully expanded.
4. Adopt flexible and diverse teaching methods to combine imparting knowledge with cultivating interest.
Rigid discipline and education will only make students lose interest. Traditional culture needs energetic classroom teaching to nourish and cultivate. Therefore, we must create a lively learning environment. It is necessary to implement situational teaching, create a beautiful realm, pay attention to interest, create an atmosphere through multimedia means such as movies, music, art and slides, and use vivid language description, story narration, question setting and other means to drive away students' imagination, stimulate learning emotions and stimulate learning needs. In teaching, we should be good at using reading, feeling, asking questions, discussing, giving speeches, performing and other methods to make traditional culture really alive and arouse students' attention and interest. In addition, teachers can boldly hand over the podium to students, so that students can prepare topics in groups and then go on stage to explain, accept questions, find problems and discuss together. Teachers should be good at discovering students' bright spots, encouraging and affirming their thinking sparks in time, and protecting students' learning enthusiasm. Only when students are really interested in traditional culture will they pay attention, accumulate and think.
Second, the strategy of traditional culture education
1. unit theme teaching
In the new curriculum standard textbooks, many ancient literary works, especially the basic reading part, are basically texts taught by old people. Although the general content has not changed, the organization of the unit is different. The unit organization of teaching materials is not simply to piece together a style and a theme text. Only by considering the relationship between different selected texts can we produce richer overall value of the unit and show that the overall function is greater than the sum of some functions. Teachers should not only fully understand each text, but also understand the theme content of the other three stylistic units mentioned by the editor, and try to "echo each other and give consideration to each other" with the theme content of the activity unit. Therefore, the method of unit theme teaching can be adopted. When teaching a topic, we should fully consider the relationship between each article under the guidance of the topic. The following is a description of Compulsory 2.
For example, the theme of activity unit 2 of Compulsory Course is "Experiencing Emotion", and the basic reading items of the unit of ancient literary works are Afanggong Fu, Chibi Fu, Selected Records of Ji Xiang and Letter to His Wife. Extended reading articles include Happy Travel and On Perseverance. Teachers should combine the theme of this book and make clear the learning objectives of this unit: in addition to classical Chinese knowledge, they should also guide students to feel and experience the emotional world of the ancients and approach their lives and inner worlds. "Wear other people's shoes and follow other people's path", thus enriching your emotional experience and thinking about why your emotions can still touch people's hearts after thousands of years. According to the content of the text, the author adopts the way of first-line infiltration to carry out teaching design.
The first article in this unit is Epang Palace Fu, which plays a leading role in the whole unit. There is such a comment in the article: "A person's heart is also the heart of thousands of people in Qian Qian. Qin loves luxury and people are homesick. Why do you take it as much as you can and use it as sediment? " In Du Mu's view, the reason for the demise of the State of Qin was that the king of Qin only cared about his own selfish desires, regardless of the feelings and interests of the people, and built his happiness on the suffering of others. More than 2,000 years ago, Confucius said "Don't do to others what you don't want others to do to you", emphasizing "Don't do to others what you don't want others to do to you". In this world, besides paying attention to your own existence, you have to pay attention to the existence of others and respect their feelings and rights. This is part of "empathy". People with empathy can push themselves and others. This article provides us with a way to experience emotions, which is empathy. Teachers should guide students to read the following articles empathetically and put themselves in the emotional attitudes of Su Shi, Gui Youguang, Lin Juemin and others towards themselves and others. Only by putting yourself in their shoes can we feel the authenticity of their emotions and be infected and inspired.
"Red Cliff Fu" involves the way to treat one's feelings. Reading this article, we should explore the causes of the author's emotions from the author's emotional changes and understand the way the author handles emotions. Teachers can contact the author's experience of being demoted and guide students to put themselves in Su Shi's shoes when he sees the width of the river. Faced with the helplessness of "beauty" and "far apart" brought by the vastness of the universe, we can understand his sigh about the shortness and impermanence of life through the mouth of the guest. In the end, Su Shi achieved spiritual transcendence with his optimism and broadmindedness. Su Shi organically combined the ideas of Confucianism's perseverance, Lao Zi and Zhuang Zi's disdain for the limited time and space and the detached attitude of the material environment, and Zen Buddhism's attitude towards all changes with a normal heart. His method of dealing with his relationship with the outside world has become a spiritual model for many intellectuals in later generations. The study of this paper can also be linked with "happy travel", which can expand the content and let students better understand Taoist related thoughts. Teachers can also inspire students to learn the way Su Shi treats his feelings.
Ji Xiang's Xuan Paper and Letter to His Wife are articles full of affection and love. The professor pays attention to the emotional experience of students and puts himself in the students' shoes. Only when you are tempted will you think. Teachers can also provide students with works such as Memorial of Twelve Lang, Memorial of Sisters, Chen Qingbiao, etc., to broaden their reading range and guide students to learn to cherish.
For the design of compulsory unit 2, the factors of "experiencing emotion" are emphatically excavated. Guide students to cultivate a kind of empathy in the first "Epanggong Fu". On this basis, they can read the other three articles, feel the affection and love in other people's works, feel the frustration and relief in other people's works, and thus think about their own way of looking at things and treating emotions.
2. Comparative reading teaching
Under the guidance of the activity theme, teachers can also let students read the text of this unit in a targeted manner. By comparing the similarities and differences, we can better understand the connotation of this theme. The following is a description of compulsory one.
The theme of compulsory activity unit 1 is "Know yourself". There are two basic reading items: The Book of Songs: Meng and Jing Nv; Li Sao (excerpt); Peacock flies southeast, three poems of Han, Wei and Jin dynasties: farewell to Altair, short song, returning to the garden.
To emphasize the importance of individual consciousness and individual existence, it is necessary to explore the personal value of everyone living in society. Everyone can attach importance to their social existence, know what they can do, know what they can do, know what they need to do, and work hard for it. This is the source of creating a steady stream of social value. The lessons in this unit are comparable, and teachers can make students read more.
The Book of Songs and Peacock Flying Southeast can be compared and interpreted around women's "self-esteem and self-love". Both of these poems describe the struggles of abandoned women and reflect women's self-esteem and self-love. When the heroine in Meng is abused, she pays attention to the angry voice in her heart. As a right that people must be respected, she stands up and accuses the ungrateful people of their evil deeds and defends her dignity. In addition, she thinks about the differences between men and women's attitudes towards marriage and love, which reflects the germination of women's individual consciousness. In Peacock Flying Southeast, Liu Lanzhi chose to die in order to maintain his dignity and gain ultimate freedom through the liberation of his life when his personal will was not fully respected and he could not control his own destiny. The women in the two poems are in a weak position, but they are independent, have no illusions and maintain women's dignity with strong hearts.
Li Sao (excerpt) and Return to the Garden can be compared and read around "pursuing ideals and persisting in self". Qu Yuan and Tao Yuanming are both people who dare to pursue their ideals and have firm beliefs. They also face an unchangeable and unrecognized external environment. Facing the dark social reality, Qu Yuan would rather endure infinite loneliness and pain than change his own path, principles and ideals and tragically go to ruin. In the ups and downs of his official career, Tao Yuanming realized that secularism was contrary to his nature of advocating nature. He resolutely resigned and retired to pursue his ideal life and his perfection. Teachers can combine the lyric protagonists of these two courses to guide students to know Qu Yuan and Tao Yuanming, think about the principles of life that individuals should adhere to, the ideals and pursuits that individuals should have, and how to deal with the relationship between individuals and the external environment.
When expanding reading items, teachers can contact the text and lecture points of this unit and recommend students to read some articles, such as Zheng Yan, Zheng Feng, Qin, Zheng Fengjiang's Nakako and The Book of Songs.
3. Masterpieces expand teaching.
Understanding the classics in ancient literary works is an important part of traditional cultural literacy. However, in teaching, the author finds that most students know little about ancient literary masterpieces, and students are always used to choosing what to read according to their own interests, and they don't like masterpieces. They feel that the creation time of such books is far from the present era, and there are great difficulties in language. Some books are too thoughtful and not attractive enough. Teachers can make use of the text in the textbook to make a key analysis, or explore the influence of their ideological system on later generations, or explore its combination with modern society, or tap the philosophy and wisdom of life contained in famous articles to make them glow with unique charm. The text is just an example. After teaching students the angles and methods of reading and thinking, the teacher takes the text as the starting point to guide students to read and understand the original work and conduct exploratory special research.
For example, four chapters of Confucius and Mencius are required: Ji Jia will attack and I will serve the country. This is a masterpiece of Confucianism, which embodies Confucius and Mencius' thought of "benevolent government". In junior high school, students have learned ten Analects of Confucius and have a certain understanding of the ideas of being a man and learning in the Analects. As a Confucian thought that has influenced the Chinese nation for thousands of years, students need to systematically understand the main points of Confucianism in high school, so that teachers can drive students to read The Analects. In the order of teaching content, teachers can put the unit of ancient literary works at the beginning of the semester, and arrange students to do a good job in the special research study of the Analects of Confucius during this module. Teachers can provide students with several reference directions, such as "the way of a gentleman", "the way of learning" and "benevolence, righteousness, courtesy and wisdom". In addition, teachers should also encourage students to have their own opinions and opinions, even if they are not very mature and convincing, they should think for themselves. For example, a student wrote after reading The Analects: "The Analects? In Gongye Chang, Confucius said,' Enough! I haven't seen anyone who can tell and sue themselves in it. "This is absolutely. Confucius met so many people in his life. Is it true that no one can review themselves? Did Confucius think too highly of himself? He also said,' In a city with ten rooms, there must be people who are faithful as hills, and they are not as eager to learn as hills.' This is not appropriate either. Although there is nothing wrong with boasting about "faith" and "learning", it makes people feel that Confucius is a bit arrogant. "No matter under what circumstances Confucius made such remarks, students can see some problems and question them, and teachers should encourage them in time.
Another example is the selection of the "Hongmen Banquet" and "Admission Notice" for compulsory five. This is also conducive to students' understanding of Historical Records and Sima Qian's thoughts. Historical Records records the history of more than two thousand years from Huangdi to Emperor Wudi of the Han Dynasty. Among them, the Spring and Autumn Period, the Warring States Period, the Qin and Han Dynasties were an era of scuffle and unification in the history of China, and also an era in which elite talents came forth in large numbers and the sparks of wisdom kept flashing. Some stories and language materials that happened to them have always been classics of later generations. In addition, it has a strong story, which is conducive to stimulating students' interest. Teachers can choose some of these articles, such as Biography of Qu Yuan, Biography of Xiang Yu, Family of Confucius, etc. Let students know about historical figures and learn to evaluate them. At the same time, by reading these chapters, we can understand the creative purpose mentioned in Sima Qian's Letter to Ren An and the evaluation criteria of Sima Qian's "writing with anger", such as discussing Sima Qian's "heroic view" and so on. Let students form written research learning results, and teachers will evaluate and modify them and exchange and display them.
4. Theme expansion teaching
Teachers can also expand the relevant content according to the unit theme, so that students can have a deeper understanding and grasp of the relevant content of the theme. Developing theme expansion teaching can be preset by teachers in teaching design or generated in the teaching process.
For example, in the first unit of Selected Readings of Prose in Tang and Song Dynasties, several landscape travel notes such as Xiaoyan Mountain, Huangzhou Kuaizai Pavilion, Daoshan Pavilion and Baizhangshan were selected. In junior high school, students already know the travel notes of mountains and rivers, and teachers can continue to expand the reading scope of the travel notes of mountains and rivers, but the author thinks that students should expand the scope when they arrive in senior high school. For example, in this unit, teachers can introduce the "culture of demoting officials" mentioned by Yu in "Cultural Journey". "In ancient China, his ups and downs, a little careless, will be relegated. Among countless people who have been relegated, there are often many people who have read poetry books. After being demoted, out of favor and fallen, the sense of tragedy came. In this way, there are articles and poems. After a period of time, or a dynasty, times have changed. The son of heaven thought this man was good, set things right and restored his reputation. Therefore, the demotion of officials is both moral and literary, which has been handed down in history and passed on to future generations. Because they were intimate with the landscape pavilions during their relegation, they became relics everywhere, and these cultures formed the relegated official culture. " In the tradition of China, the way out for intellectuals is to "study hard and become an official", and being demoted is undoubtedly a great blow to their official career and even their lives. After being demoted, many people lingered in the mountains and rivers, some pinned their bitterness and sorrow on the mountains and rivers, and some got temporary relief in the mountains and rivers, especially in the Tang and Song Dynasties, leaving many interesting and tasteful articles. In addition to Liu Zongyuan's Eight Notes on Yongzhou, there are Fan Zhongyan's Yueyang Tower, Su Shi's Shi Zhongshan, Ouyang Xiu's Drunken Pavilion and so on. Teachers can guide students to explore the "culture of demoting officials", and at the same time, they can also explore how many people have been demoted, how many articles have written their feelings, and why these articles can be passed down through the ages. Through exploration, I hope to have a systematic understanding of the spiritual world, emotional tolerance, article style and writing techniques of ancient literati. Another example is "hermit feelings." There are related poems and articles in the textbook, which can form special topics for students to explore.
5. Combination of reading and writing teaching
"Reading" and "writing" are two important aspects of Chinese learning literacy, which are realized through reading and writing training. In terms of psychological mechanism, reading is a psychological process from language to thought, from form to content, from outside to inside, from part to whole, while composition is a psychological process from thought to language, from content to form, from inside to outside, from whole to part. Han Yu once said, "Learning is cultivation, and learning is harvest." Reading accumulation and thinking are the forerunner of writing. To educate students in traditional culture, we should let them accumulate, think and turn knowledge into ability. First of all, guide students to accumulate famous sayings and typical examples and apply them to writing. Han Shaogong, a famous writer, said: "Chinese is a kind of slow work." The "slow work and fine work" here emphasizes that Chinese learning is an accumulation process. For the phenomenon that students generally lack writing materials, teachers can guide students to start with the text and accumulate relevant figures and events, which can be used as strong arguments for argumentative papers and reasonably support the arguments. Besides Sima Qian, Su Shi and Qu Yuan, there are many people and things in the textbook that deserve our attention and accumulation. For example, Zou Ji satirizes the King of Qi, which can be used as an argument that "the bystander is clear, but the authorities are fascinated", and can also be used as an example of self-knowledge and self-improvement; The ancestors of my own country have noticed the dangers of overfishing and deforestation more than 2000 years ago, warning people to pay attention to ecological balance, which is in sharp contrast with some phenomena in modern society. The attitude of romantic gentlemen in Preface to Lanting Collection to find scenery and enjoy life still has positive significance today. In teaching, students can design and create reading notes according to their own personality, which can be divided into "excerpt" and "appreciation of good sentences" to accumulate, cultivate students' habit of "learning everywhere", exercise their thinking, analysis and written expression skills, and gradually accumulate their own "resource library". Secondly, guide students to put forward their own feelings and views on some traditional concepts and practices, and form words. Traditional culture needs to keep pace with the times, and only by adding new factors of the times can it have a continuous vitality. If students only passively accept the study of traditional culture, they don't really play their initiative and creativity. After class, teachers can strike while the iron is hot, let students ask questions, and also let students think, explore and form words. For example, through the descriptions of Liu Bang and Xiang Yu in The Hongmen Banquet and The Biography of Xiang Yu, combined with Sima Qian's standard of "hero", we can further explore what a real "hero" is; Jiao Zhongqing's practice in Peacock Flying Southeast can explore what is true "filial piety"; Confucius' famous saying, "Not being few but suffering from inequality, not being poor but suffering from worry", can be used to discuss whether it is contrary to the contemporary sense of competition, how to treat the relationship between average and competition and so on. Only by making students' thinking really active can they better understand and turn it into their own gains. In addition, students can also think and create from the theme and topic of the text. For example, in Persuasion Learning, besides the methods mentioned by the author, what other factors are needed to achieve success in learning? A trip to Baochan Mountain is an article inspired by happiness. Have you ever had a similar experience? ..... Teachers can guide students to think further, form words, and form the habit of reading more, thinking more and writing more. Teaching should teach students to "learn to learn", and cultivating students' traditional cultural accomplishment also needs to pay attention to cultivating students to form good study habits, guide students to attach importance to various resources, learn to accumulate, open up ideas, use their brains diligently, form their own gains, and strive to make discoveries and innovations.