Abstract: From the characteristics of writing, appreciation and Chinese itself, the fuzziness of language is indeed reasonable. In view of the fuzziness of language, Chinese teaching reform can be carried out from four aspects: emphasizing the creation of scenes and covering the text with emotion; Attach importance to overall perception and cultivate a sense of language; Recite memory and accumulate language; Pay attention to expressing your own views and cultivate your own personality.
[Keywords:]: fuzziness; Wear a text to enter the mood; Sense of language; Accumulate; individual
First, a rational grasp of the characteristics of language and writing
Language carries thoughts, emotions, knowledge and culture. Grasping the language and writing will grasp the foundation of Chinese teaching. The research and discussion on the essential attributes of language and writing will help us to better grasp the characteristics of Chinese subject and guide our teaching practice more pertinently. If a Chinese teacher can't grasp the essential attributes of Chinese well, the result can only be "making people shine" and falling into a state of blindly following others in teaching.
"Chinese Curriculum Standard" points out that "Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. Chinese is instrumentality and humanism, which is the knowledge of Chinese educators. Because language is the main form of expression, we can also say that language is instrumental and humanistic.
"Chinese Curriculum Standard" also points out: "Chinese is a practical course, so we should pay attention to cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice, and it is not appropriate to deliberately pursue the systematicness and integrity of Chinese knowledge." "Chinese is also a mother tongue education course, and learning resources and practical opportunities are everywhere. "These two paragraphs emphasize the practicality and comprehensiveness of language. The author believes that this passage is mainly from the perspective of language acquisition. In other words, this passage emphasizes that the process of language acquisition is practical and comprehensive. Chinese curriculum standards emphasize it, and its purpose is to tell us that students should not only learn to read and accumulate knowledge, but also learn to explore, cooperate and practice, and learn to learn lifelong learning. This requires us to creatively develop Chinese curriculum resources in teaching, actively carry out comprehensive practical activities, and build a solid platform for students' autonomous learning, cooperative learning and inquiry learning.
Humanism, instrumentality, comprehensiveness and practicality can be said to be the characteristics of language and writing.
Besides, are there any other characteristics of language and writing?
In my opinion, there are still some ambiguities in language and writing.
Second, the theoretical level: the basis for the reasonable existence of linguistic fuzziness.
First of all, from the perspective of writing, writing thinking is vague. This can be interpreted from three aspects.
(1) The object of writing (that is, the objective world and human society) is often (not absolutely) in a vague state of existence. Professor L·A· Zadeh, the inventor of fuzzy concept, pointed out: "There is no precise boundary between objects in reality." Therefore, he advocates facing up to the fuzziness of objective existence in things without unnecessarily pursuing impossible clarity. For example, "Huangshan Mountain is really beautiful". How beautiful is Huangshan Mountain? Is it clear?
(B) the writing subject's way of thinking is vague. Any work is the subjective evaluation of objective things by the writing subject (that is, the author), which inevitably contains the emotional factors of the subject, and emotion is an uncertain and vague part of the mind, and the ambiguity of emotion will inevitably lead to the ambiguity of writing thinking. "Ask how much sadness you can have? Just like a river flowing eastward "(Yu Meiren by Li Yu). How to measure sadness? Unable to measure. Li Yu used the metaphor of "spring water in a river" to visualize abstract feelings, which is vivid, fresh and meaningful, and memorable. It can be said that Li Yu used fuzzy logic; Another example is "I haven't seen it yet-about Kong Yiji really dying", which is a passage in the text "Kong Yiji". Because "about" and "really" seem to be contradictory, this passage is often difficult for students to understand. So I put forward this suggestion: "about" means estimation, which means speculation, because no one has talked about it, and there is no conclusive basis, just estimation; According to the fact that I haven't seen you yet, Kong Yiji is really dead. However, some students are still unconvinced and still feel very contradictory. A classmate also said, "Teacher, you admire Mr. Lu Xun the most, and you do everything possible to defend his novels." I had to smile bitterly. I think Mr. Lu Xun used fuzzy logic to write this passage.
(3) The existence of fuzzy thinking has a practical basis. Some writers often can't answer how their works are created. When talking about the creation of Thunderstorm, Cao Yu said: "Thunderstorm was created in a weak rational concept and produced in an unconscious state." Wang Meng said when talking about the creative feeling of Dream of the Sea. The writing of this article is probably the most vague and automatic.
Since writing thinking has certain fuzziness, it is self-evident that works also have certain fuzziness.
Secondly, from the perspective of appreciation, readers' understanding of the text is often vague. Once a work is published, it no longer belongs to the author, but becomes a text interpreted by many readers. There is a two-way interactive relationship between the text and the reader, and the value of the text is the result of the interaction between the author's creative consciousness and the reader's acceptance consciousness. There are many blanks in the article, which appeal to readers to use their imagination. The ideological content reflected in the article is often ambiguous. Readers will understand and grasp it according to their own life experiences, knowledge reserves and cognitive styles. Naturally, there will be a colorful aesthetic taste of "different people have different opinions". As the saying goes, "A thousand readers have a thousand Hamlets". For example, the dispute, is Duke Zhuang of Lu really "underestimating the enemy"? Some students think that it is not necessarily "contempt" for Duke Zhuang of Lu to employ Cao Gui in cloth clothes, showing the courage to "use" talents in an eclectic way.
Thirdly, Chinese itself is rich in connotation and uncertain. Language represents the concept of things, has the power to transcend time and space, and has certain generality, so it often has the characteristics of uncertainty and relativity. It is difficult to describe the shape accurately, and the elastic space is large. Such as tall, short, excellent, elegant, flat, handsome and other words. It is difficult to have an accurate definition, which can only be understood by readers themselves.
Therefore, we can say that the fuzziness of language is indeed reasonable.
Third, the practical level: strategies to deal with language fuzziness.
The fuzziness of language is its weakness as well as its advantage. It is precisely because of the fuzziness of language that it has unique aesthetic value, which objectively builds a broad space for fully developing students' thinking and cultivating students' humanistic spirit. In view of the fuzziness of language, we can reform Chinese teaching from the following four aspects.
The fuzziness of language is closely related to emotion. Chinese is a highly emotional subject. Teachers should dig deep into the thoughts and feelings contained in textbooks, communicate with students with their own real experiences, mobilize students' emotional accumulation, and thus stimulate students' interest. For example, Yu Yi, a famous Chinese educator in China, advocates that Chinese lessons should be "emotional" and must "reflect the author's feelings, examine the author's intentions, and sort out the context and feelings". Where were you when she was teaching Premier Zhou? She created vivid scenes by introducing emotion, reading aloud and closely following the words "seeking" and "feeling". When reading the climax of the whole poem, the emotions of teachers and students could no longer be controlled, and sad cries rang out in the classroom. How to create vivid scenes in teaching, so that teachers and students do not have strong emotions?
2. Pay attention to the overall perception and cultivate a sense of language.
Language and writing have certain fuzziness, and learning Chinese mainly depends on experience, perception and sense of language. Therefore, in Chinese teaching, we should grasp the macro and operate the micro, and pay attention to cultivating students' imagination and association. Speak boldly what you should say; If you don't know the way clearly, read it out loud, swim over and have a taste. For example, the scenery description of social drama is very beautiful. The author deeply understands the rich charm of Lu Xun's language through teachers' demonstration reading, individual reading and collective reading. Then, carefully design the problem from a macro perspective and grasp the role of scenery description as a whole. For another example, when teaching the article "The Tragedy of Normandy", the author asked students to scan the text quickly and answer "What kind of story is this article about?" "What kind of person is Halwei Captain in your mind?" The purpose is to enable students to accurately grasp the main idea of the article and learn to retell the text in concise language.
3. Recite memory and accumulate language.
The fuzziness of language and writing also determines that Chinese teaching should be less text analysis and more language accumulation. The most effective way to accumulate language is to recite and memorize. Huang Yufeng, a teacher from the middle school affiliated to Fudan University, hit the nail on the head: "What's wrong with rote learning? When I was a teenager, I had a very strong memory, but I memorized some things by rote. This is the foundation of language, and this is capital. At present, too much' overhead analysis' in Chinese teaching in primary and secondary schools is a waste of students' good time and does not conform to the law of reading. " It is precisely because of Mr. Guo Moruo's amazing "reciting" skill that he has achieved "a chest full of money depends on throughput, and a pen has a critical potential. "Ba Jin, a master of literature, can recite the views of the ancients thoroughly, which has given him a profound literary foundation and made great achievements. Therefore, the author believes that Chinese teaching must strengthen recitation training with great fanfare, and recite ancient poems, famous sentences and masterpieces of modern writers, which is the key to language accumulation.
4. Pay attention to expressing your own views and cultivate your own personality.
Both language and writing have certain fuzziness. Students' understanding of the text often bears their own distinct brand. Therefore, Chinese class should guide students to read and evaluate with the spirit of thinking, expectation and criticism, let students let go of their thoughts, encourage students to understand and express themselves individually, and encourage students to engage in thinking confrontation, thus creating a good atmosphere of "letting a hundred flowers blossom". Students' personality can only be generated in such thinking, expression and debate. Only with personality can you be creative.
Fourthly, some deep thoughts on the fuzziness of language and words.
1, it can only be said that the language and characters have certain fuzziness. This is because not all languages are "fuzzy", but many languages are accurate and clear. The author thinks that from the stylistic point of view, the language of expository writing is good at accuracy, while the language of argumentative writing wins with rigor, and the fuzziness of language and words is less reflected in these two types of articles. In addition, the understanding of many languages or themes in novels, poems and essays is often vague.
2. "Vagueness" is not the same as "confusion" in thought, but embodies the general law of human cognition. As Engels said, "the essence of human thinking is supreme, but this essence is just the' activity' of human brain intelligence embodied by fuzzy thinking."
3. The fuzziness of language and characters does not mean that scientific and rational analysis and necessary grammar knowledge learning are completely unnecessary in Chinese teaching. We can't go from one extreme to the other. "Teaching has no definite method", we should analyze the specific situation and formulate corresponding strategies according to the teaching materials and students' reality. Analyze when you analyze and feel when you feel.
4. The language is vague, and the students' language expression is very personalized, showing a brilliant state of "colorful is always spring". Therefore, the important means of Chinese teaching evaluation-examination should be based on subjective expression. We know that objective questions (mainly multiple-choice questions) other than dictation are easy to operate, but it is difficult to reflect the characteristics of Chinese subject (dictation is an objective question, but it can reflect the characteristics of Chinese subject, so it should be excluded); Subjective questions are more difficult to operate, but they can better reflect the characteristics of Chinese subject. Therefore, proponents are often in a dilemma. However, increasing the proportion of subjective questions is still the knowledge of Chinese education. It is necessary to explore the operational strategies of rationalization of subjective test evaluation (such as strengthening teacher training and providing multiple answers when marking papers). ), it is difficult but important.
In a word, language does have some fuzziness. We can neither exaggerate it nor ignore it. It is an understanding based on the richness of Chinese characters' meaning, the fuzziness of text connotation and the diversity of readers' understanding when reading the text. In Chinese teaching, we should formulate corresponding strategies according to the fuzziness of language and words, cultivate students' rotating and gushing thinking ability and publicize their colorful personalities.
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