Writing background is an objective situation that plays an important role in the occurrence, development and change of events. Guiding students to understand the writing background of literary works can promote students' learning, stimulate their interest in learning and help them understand the text.
The author of any text is not created for our current teachers to teach and students to learn, but to express his true thoughts and feelings to the actual object or imaginary reader in his own context. Therefore, literary works often contain the author's ideological tendency in a specific social life background, and there are a lot of works in our textbooks that our students can't understand with their own knowledge and experience.
Students learn these articles in order to understand the culture of that era, inherit beautiful things and get emotional edification through these articles. If our students interpret works according to their own understanding, they will often misinterpret the author's creative intention. Therefore, in Chinese reading teaching, we should be good at "knowing others and discussing the world" and analyze, evaluate and interpret the background knowledge of the author, such as his writing background and motivation, his time, personal life experience, social status and emotional goals, especially those articles that express his specific thoughts and feelings. In my opinion, letting students know what it is and why it is can enable students to expand the scope and depth of their own ideological horizons and emotional feelings, better understand the author's creative intentions, and feel the role of writing background in Chinese reading teaching from the following aspects.
First, understand the background of the work and guide the reading of the article.
Works are a concrete reflection of the characteristics of a certain era. When reading literary works, people get the concrete feelings and experiences of artistic conception and images through language media and artistic expressions, which arouse strong ideological and emotional reactions and get aesthetic feelings, so as to understand the ideological content of the works and form their own opinions and evaluations. However, due to different times, the author's experience and artistic accomplishment are different, and his works have their own characteristics. Therefore, the background of the times and the author's brief introduction occupy a very important position in reading teaching, which makes us have to interpret the works on the basis of tracing the source.
For example, Haiyan wrote in 190 1. At that time, the industrial crisis in Europe spread to Russia, factories closed down one after another and a large number of workers lost their jobs. Coupled with the growing darkness of the czar's rule, the people can't stand it, the resistance is rising day by day, and the revolutionary struggle is booming. Gorky witnessed the atrocities of the czar government and was filled with indignation. According to the struggle situation at that time and the feeling of participating in demonstrations, he wrote a short story "The Melody of Spring", and Haiyan was the end of the novel. After the publication of Haiyan, it immediately attracted readers' attention and became a powerful weapon in the revolutionary propaganda struggle. Lenin liked this revolutionary poem very much. He quoted this work in the article Before the Storm written by 1906, and concluded with "Let the storm come more violently". If you don't understand the current situation in Russia at that time, it is easy to misunderstand him as a landscape writer, and it happens that history also staged this humorous play. Gorky first put the novel into Moscow Courier and then into Petersburg Life magazine. The stupid censor banned the publication of this novel, but thought that its ending was a landscape writing. This is the black humor caused by not touching history when appreciating works.
It can be seen that a person's works are closely related to his time and mental state. Understanding the background of the times and personal experience is very helpful for students to understand the ideological content and artistic characteristics of the works. Therefore, the background of the times and the author's brief introduction are indispensable and important links in reading teaching.
Second, understand the author's growth experience and the main idea of the article.
Mr. Ye Shengtao once said: "The root of writing lies in life. Without life, writing is impossible. " Life is an inexhaustible source of our writing. In fact, the growth of a writer and the birth of his works are a natural process, and a person's growth experience has created his unique personality quality, that is, his life personality. This life character will have a certain influence on his later creation, but it is not a decisive factor. The decisive factor that determines the style of the author's works is his creative personality. The so-called creative personality refers to the artistic originality formed by the writer's personality quality and aesthetic ideal under the restriction of artistic laws.
For example, in the article Oath of the Land, the author Cao came to Shanghai from Beiping in the summer of 1936, and suddenly remembered that there was a bad atmosphere of imitating names and characters in Shanghai cultural circles at that time, so he decided to give himself a pen name that others could not imitate. On second thought, he took the compound surname Duanmu Hongliang, which was rarely used at ordinary times, as his surname, and moved another nickname "Hongliang" from his hometown in Northeast China as his name, thus becoming Duanmu Hongliang. However, at that time, it was in the midst of the white terror laid by Chiang Kai-shek, and the public use of the word "red" was particularly dazzling ... According to the homonym, he changed the word "red" to "thorn". Wang Tongzhao, editor and writer in charge of Literature Monthly at that time, felt a little uncomfortable when he saw this pen name when reviewing manuscripts ... so he changed the word "Liang" to "Liang". So Duanmu Hongliang's pen name continued to be used. The text simply indicates that this is a Northeast writer. If the author's growth process is not explained, students may have doubts about the author's name, such as: Why do kind China people have a' Japanese' name? After he went to Japan or moved to Japan, he changed his name to' Japanese'? Why pretend to be patriotic now that you have taken the name of' Japanese'? "These problems hinder students' understanding of the text.
Another example is Lu Xun. Lu Xun's greatest pain is not material pursuit, but his inability to change in the face of a dark society. Studying medicine can only save people's bodies, and studying literature can cure people's souls. How to transform this dark society, so that he can learn to think, explore constantly and look at the world with new eyes, so as to achieve the purpose of transforming the world. Lu Xun's boyhood experience opened Lu Xun's vast spiritual space and laid a profound knowledge foundation for the future development of Lu Xun's thought and literature, which is also the reason why The True Story of Ah Q came into being. In fact, this is a change from the writer's life personality to his creative personality. When reading the complicated book Life and Nature, it is impossible for every "reader" to read the same content and feel after reading it. This "difference" is personality. Students learn to pay attention to life, know life, experience life and have their own "personality". So how to unify students' personality and writers' personality? We should fully understand the author's growth process and creative personality. Feel the author's emotion and grasp the emotional tone of the article.
Third, understand the author's creative purpose and the reading content of the article.
A writer's creative motivation stems from needs, especially from the lack of needs (leading to psychological imbalance). When this need meets the writer's external stimulus at the right time, the artist's creative motivation is formed. Therefore, creative motivation is the result of the interaction of internal needs and external stimuli. Stimulated by the outside world, the writer's inner meaning and enthusiasm need to find a channel to pour out, so that the original restless blind drive can be transformed into a clear and firm intention, and the useful materials obtained in real life can be linked with artistic discoveries, so that literary creation can be transformed from intention into action and reflected in the production of works.
For example, in literary works describing characters, the author's ideological tendency is what to praise and expose, which is reflected by who is the positive character and who is the secondary character, and is revealed between the lines of the works. Therefore, guiding students to understand the author's creative motivation and purpose is helpful for students to judge and understand the theme of literary works.
For example, the author of My Uncle Yule lives in a capitalist society and is a critical realist writer. The main plot of the work is to describe the totally different attitudes of the Phillips towards their brother Yule. In the different performances of these characters, if students understand the author's creative motivation and purpose, it is not difficult to judge that this work reflects the naked money relationship between people in capitalist society. Another example is Ba Jin's work "Home", in which the author clearly and pointedly expresses his creative motivation and purpose-exposing and accusing the old system and society, showing the author's strong feelings of love and hate. In this way, students can clearly grasp the main idea of the article and understand the text more easily.
Fourth, understand the role of the writer's emotion in grasping the emotional tone of the work.
The writer's mood is different at different ages. When reading a work, introduce the author's emotional attitude at that time to students, so that students can grasp the emotional tone of the poem more easily and appreciate the whole poem better. For example, Wang Yue is Du Fu's early works. Du Fu lived a wandering life that he liked when he was young, and the enthusiasm and vigor of youth permeated between the lines. The life and creation in this period have a strong romantic color and emotional appeal. Therefore, in Wang Yue, he showed his vigor and ambition. Knowing this, it is not difficult to grasp the emotion of this poem. But when I read Spring Hope, my feeling seems to have changed, and I can feel it from the words "broken country", "feeling the time" and "hating farewell".
What changed Du Fu's poetic style? At this time, it is easy to understand his writing background. At that time, Du Fu was in a period of resignation and exile. In two or three years, due to the Anshi Rebellion, he was hungry and cold with his family and people, and took refuge in exile. In the occupied areas, the feeling of broken mountains and rivers is deep. It is under such circumstances that he wrote the famous poem "Hope in Spring". Obviously, it is easy to see the emotional tone of these poems.
Grasping the background information is a complicated and alternating process, which is often manifested in the interweaving of one or several writing backgrounds, which makes it more difficult for students to grasp. Teachers need to grasp it specifically in the process of explaining, and try to be close to students' lives when explaining, so that students can understand the article more deeply and comprehensively.
Bai Juyi once put forward that "articles are written for things and poems are written for the times". If students don't even have a basic understanding of the writer's thoughts and feelings, how can they feel the integration of works and reality? It can be seen that the explanation of the background of text writing is the premise of arousing students' interest in reading the text and the requirement of the new curriculum standard. Every article in junior high school Chinese textbook is a classic. When we grasp when, where and why the author expresses his emotional experience and what kind of thoughts he wants to convey to readers, it shows the importance of the introduction of writing background in Chinese teaching. It is like a golden key to unlock the mystery of the text, which we firmly grasp in teaching, teaching and learning.