Whether at school or in society, everyone will come into contact with papers to some extent. Thesis is a comprehensive style, through which we can directly see a person's comprehensive ability and professional foundation. How to write a paper to avoid stepping on thunder? The following is the Chinese test paper for the fourth grade of primary school that I arranged for you. Welcome everyone to learn from them, I hope it will help you.
First of all, based on broadening students' expectations.
From the essence of appreciation of literary works, the horizon of expectation refers to the reader as the subject of acceptance. Due to the complicated reasons of individuals and society, he often forms an established structural model psychologically before and during reading literature. This established structural pattern is called expectation horizon. In the specific process of literary reading, this horizon of expectation is mainly manifested in three levels: stylistic expectation, image expectation and implication expectation. In other words, the horizon of expectation is an intuitive impression formed when students appreciate literary works, which directly affects students' consciousness and guides them to appreciate the connotation of literary works and the author's emotions. Therefore, in order to effectively improve students' ability to appreciate literary works, teachers must broaden students' horizons and help them appreciate literary works properly.
(A) to increase students' life experience
It is found that due to the limited personal life experience and lack of understanding of the background of literary works, the "expectation horizon" of contemporary college students when reading literary works has become very narrow, and their own reserves aroused by reading activities are relatively limited. The interpretation of works is often limited to words and sometimes clear and sometimes vague images derived from words, and it is difficult to complete deeper thinking and appreciation of works. It can be seen that the lack of life experience of college students is one of the main reasons that hinder their effective appreciation of literary works. Therefore, teachers should encourage college students to actively participate in practical activities in order to broaden their expectations and improve their appreciation of literary works. On the one hand, teachers should encourage students to enter the society, feel and know the world in the real society, and gain richer life experiences. This requires colleges and universities to increase practical teaching activities, guide college students to construct knowledge and acquire ability in practice, and increase students' life experience. At the same time, college Chinese teachers should also guide students to make full use of holidays or free time to increase their life experience through off-campus part-time jobs or travel. On the other hand, college Chinese teachers should explain the background of literary works to students in the process of classroom teaching, or adopt situational teaching method to inspire students to understand the author's life experience in specific situations, so that students can increase their life experience while reading literary works.
(B) to increase students' literary background
In order to broaden students' horizon of expectation, teachers should help students to increase literary details, improve their appreciation ability of literary works in the process of appreciating a large number of literary works, and think and appreciate the literal expression and image description in literary works more deeply. At the same time, increasing students' literary background is another way to increase students' life experience, which greatly promotes students' expectation horizon. This requires college Chinese teachers to effectively reform Chinese teaching, guide students' extracurricular reading, and accumulate literary details through effective extracurricular reading. At the same time, guide students to understand the relevant background of literary works and deeply analyze the connotation of works.
Second, pay attention to the individual differences of students.
The difference between students is an important factor that can not be ignored in the appreciation of literary works. Different students have different life experiences and reading emphases, which will have different influences on the appreciation of literary works. Ingarden, a master of modern phenomenological aesthetics, put forward the fixed point theory. According to this theory, literary works can only present various schemata, and many of these schemata are not fixed, so readers need to exert their imagination and supplement them in the reading process to make them concrete. By analyzing Ingleton's theory, we can find that in literary works, words are only the tool for the author to describe the image, and the scenes and images created are uncontrollable and uncertain. Different images constructed by different readers through imagination in the reading process determine different appreciation angles and results. Furthermore, it is precisely because of the differences among students that students have different views on literary works, that is, students constantly enlarge the undecided arguments in the appreciation of literary works. Therefore, in the teaching of college Chinese literature appreciation course, teachers must face up to the differences among students, reform and innovate in teaching objectives and teaching methods, and achieve the purpose of improving students' appreciation ability.
(A) the inconsistency of the appreciation target
According to the actual investigation and study, in the traditional course of appreciation of Chinese and literary works in colleges and universities, most teachers ignore the differences among students and tend to be unified when setting teaching objectives. Simply put, teachers try to guide students to appreciate different literary works in a unified way, which makes students' understanding of the thoughts and feelings of the works inaccurate. The theory of unfixed points shows that the existence of unfixed points in literary works will make students have different views on literary works and their expressed thoughts and feelings, and the differences among students determine their different appreciation goals for literary works. Therefore, in the teaching of college Chinese literature appreciation course, teachers should first face up to the differences among students, correctly guide students to appreciate literary works from different angles and levels, and then get different appreciation results. For example, when appreciating the text "Necklace", teachers should not impose rigid requirements on students' appreciation angle, but should guide students to form an expectation horizon according to their own life experiences and literary details, and then think and appreciate from different angles. Some students may have seen Mrs. Loire's hard life after a night of scenery, felt sympathy for her and showed resentment towards the society at that time; Other students may see the story behind Mrs. Loire's friends. They think that this friend has discovered the truth, but he is hiding it because he is greedy for money. The reason for these two different views lies in the differences among individual students. At this time, teachers should not make a simple judgment on students' appreciation ability, but should guide students appropriately according to their life experiences and the background of the times at that time, respect the appreciation results of different students, and help students play their subjectivity in the appreciation of literary works.
(B) to guide students to exchange and discuss
Appreciation of literary works is inseparable from communication and discussion. In this process, students can refine and sublimate their own appreciation results. Therefore, teachers should guide students to actively communicate and discuss in the process of appreciating college Chinese and literary works. First of all, communication and discussion can train students' thinking ability, guide students to appreciate literary works according to their own life experiences, and respect the differences between students. Secondly, through communication and discussion, students can compare their own appreciation angles and methods with others in the process of listening to others' opinions, thus improving their appreciation ability. Generally speaking, by guiding students to communicate and discuss, students can fully express their views and opinions, and adjust their appreciation angle in the process of communication, so that students can better concretize the undetermined views in literary works, and then improve their appreciation ability.
Third, the use of situational teaching method
Judging from the practice of appreciating college Chinese and literary works, students' limited life experience and shallow literary background limit their horizon of expectation, which is the main factor that affects their appreciation ability, which leads to students' inability to deeply understand stories during reading and hinders students from accurately appreciating literary works. Therefore, teachers should make full use of situational teaching method to guide students to appreciate literary works. Specifically, it is necessary to set up specific scenes, let students be in real scenes, help students better understand the author's thoughts, and improve students' appreciation ability with vivid and real scenes. For example, in the necklace appreciation class, the teacher can arrange for students to simulate the scene, set the scene where Mrs. Loire finds the necklace missing, and arrange different roles for the students to interpret the story independently. It is difficult for students to deeply understand the feelings in the scene simply by reading, so they can't really feel Mrs. Loire's despair and helplessness, which is related to the students' life experience. However, in the process of situational teaching, with the advancement of the story, students' feelings can be gradually sublimated. When the plot goes to the corresponding moment, students can feel the helplessness and despair in Mrs. Loire's heart in a more realistic scene through dialogue, narration and environmental comparison. This avoids the defects of students' life experience, and can guide students to feel the author's thinking and the psychology of the story characters in real situations, so as to appreciate literary works correctly.
To sum up, there are many factors that affect the appreciation of college students' literary works. Therefore, teachers should constantly broaden students' horizon of expectation, face up to the differences among students and improve students' appreciation ability by using situational teaching method. At the same time, teachers should constantly sum up and exchange practical teaching experience, improve the course system of college Chinese and literary works appreciation, and carry out reform and innovation in teaching methods, teaching concepts and teaching modes to effectively improve students' literary works appreciation ability.
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