Takeism is an essay, which is famous for its strong tactics and high artistry. At the same time, Mr. Wang's logical argumentation and rigorous explanation attract everyone, but how to deeply understand the practical significance behind the article and dig its essence and connotation is particularly important. It can be seen that "text interpretation" is particularly important to the practical significance of "takenism". 2. Analysis of the practical significance behind the doctrine of taking. When Mr. Lu Xun wrote this article, his main purpose was to criticize the left-wing chaos such as "retro-ism" and "traitorousness" which were extremely popular at that time, and at the same time, he praised "takenism" with profound implications. However, it is not easy for students to really grasp the core meaning of the article in teaching. 2. 1 "takenism" is based on patriotism, and patriotism must be based on patriotism. If the basic principle of patriotism is lost, then "takenism" will lose its positive significance. From the corruption of the Qing government to the enlightenment of the Republic of China since the Opium War, China can be said to be a typical "send-away doctrine". Whether it is defeat or victory, it seems to be a "convention" to cede land for compensation. This is not only a violation of national dignity, but also detrimental to future development. "Take doctrine" must be based on patriotism. Only by safeguarding the dignity of the nation can development become a reality. "Usualism" must have strong practicability. If "takenism" is too arbitrary or lacks practicality, then this "takenism" will lose its application significance. What you "bring" must be useful to yourself, must be what you really need, and must be conducive to your own development. You can't hold the paranoid idea that "even the foreign moon is rounder than the domestic one". If this is the case, what is "brought" is rubbish and loses its practical value. Therefore, we must selectively "bring it", get rid of its dross, take its essence, combine the "brought" things with our actual situation, carry out targeted and reasonable innovation and improvement, and truly internalize it into our own needs. Only in this way can we really improve our own development level, and the realization of this goal cannot be separated from the strong support of high-quality talents, which naturally falls on the younger generation. Text analysis of "takenism" in modern education and teaching activities First of all, the organic combination of "takenism" and modern Chinese teaching. The core and connotation of "takenism" lies in "using your brain, opening your eyes and taking it yourself". Looking at scholars' research, it is not difficult to find that the most popular view is "cultural heritage". Through the classic and appropriate metaphor of "big house", people can naturally understand it as the inheritance of their own cultural heritage. With the gradual discovery of foreign countries, words such as "closed door" and "send away" are beginning to appear, thus realizing the organic connection between "foreign cultural reference" and "local cultural inheritance". In the current Chinese teaching activities, it is particularly important to carry out effective logic training on the basis of accurately grasping concepts. "Cultural heritage" and "foreign culture" are two completely different concepts, and who is the object of "bringing" is a crucial issue, which should not only be determined as soon as possible, but also be in place accurately. Let's go back to Mr. Wang's "whole person" and the background of the times at that time, and combine the actual logical relationship and various figurative meanings in the essays. We think the most appropriate statement should be "foreign culture" based on the writing background at that time. For a long time, China insisted on "closing the door to the outside world", not only unwilling to go out, but also not allowing others to come in. Later, guns broke through the country and completely became "send away." Teacher Wang hit the nail on the head at the beginning of the article, pointing out that China didn't straighten his position, didn't know how to communicate with people, and even didn't want to communicate with people at all, locking himself in his own world. Mr. Wang hates this closed-door policy, and at the same time he is very saddened by the backwardness and incompetence of China caused by this policy. Later, with the establishment of the National Government, we began to let others in, not only economically but also culturally. We were frightened by what we sent, and even some young people with fresh consciousness began to fall into a state of terror. At this time, we haven't realized that we can not only send, but also learn to bring. Based on this realistic background, Mr. Wang remained sober, brave and fearless, and put forward "takenism". Secondly, there are some differences in the choice of teaching content and the setting of teaching value in different versions of teaching materials, so as to cultivate students' cultural exchange and innovation consciousness. Therefore, the author suggests that cultivating students' awareness of cultural exchange and innovation must be realized according to the actual situation of students and relying on the main contents of the article. To this end, the author suggests that teaching can be carried out in this way. Teachers can focus on the current social phenomenon and let students express their views and opinions around the phenomenon. In the actual education and teaching activities, after students basically understand the connotation of "takenism", teachers can effectively stimulate students' writing passion or desire to speak by providing or students' self-seeking, relying on group discussions or debate contests, so that students can accurately grasp the essence of "takenism" and apply this essence to today's social life. For Lu Xun's "takenism", the author suggests that we must pay attention to its connotation. Based on the background of the times, we can clearly say that the most appropriate and appropriate statement is that the object of "takenism" is "foreign culture". In actual teaching, if we only treat Mr. Wang's article as an argumentative paper rather than an argumentative paper, it will affect students' understanding and grasp of the connotation of the article, and then affect the subsequent use. The remarkable feature of essays lies in their humor and satire, which is precisely the most attractive place. Therefore, in the actual teaching process, teachers can rely on this to realize the construction of personalized essay reading. Specifically, from the perspective of language interest, they can initially experience the power of "dagger and spear" in Lu Xun's essays; And analyze the characters criticized and advocated by the essays in Experience; So as to grasp the author's emotional tendency; Finally, discuss the main idea of the article. To sum up, it is not difficult for us to see that the understanding and interpretation of "takenism" must be carried out under the background of the times at that time, not only to taste the language characteristics of Mr. Wang in the process of writing essays, but more importantly, to deeply feel the significance of "transcending time and space" shown by Mr. Wang in the process of writing essays, which is realistic, targeted and philosophical. Mr. Wang's essays conform to the background of the times and are a true portrayal of the big environment at that time, with a sense of politics, times and history coexisting. Therefore, in reading teaching, background information is for teachers to guide students to dig out from short passages, so that students can feel immersive and return to the scene of history, and should not be added by teachers. Digging and understanding the background is helpful to better understand the author's emotional tendency behind the prose language. Mr. Wang's essays have always been recognized as being good at caricaturing characters and vividly explaining the truth. Some critical essays are extremely ironic and humorous through exaggeration and irony, and contain Mr. Lu Xun's mature rational thinking and strong emotional color, which makes people hide after reading them. As a classic of Lu Xun's essays, if students are asked to choose a few sentences to read, I'm afraid they will only leave fragmented memories in their hearts, while Lu Xun will only ridicule others, thus losing his meaning. Thirdly, neither scholars nor teachers can solve the problem by comparing different "doctrines" and understanding the connotation of "bringing" without analyzing the argumentation ideas and methods of the text. In actual education and teaching activities, teachers often teach articles as typical argumentative essays. The common way of thinking is to analyze and demonstrate the structure and methods. Many teachers don't really realize the importance and necessity of analyzing it as a composition. Even if it is mentioned, it only analyzes the humor and satire of the article from the language, so it is difficult for students to accurately grasp the connotation of the article and then use it correctly. To this end, the author suggests that teachers can carry out teaching in this way: through autonomous learning, students can actively discover some viewpoints in the article, such as building a car behind closed doors, sending it away and taking it away. School doctrine can not be separated from teachers' practical guidance, through which students can be guided to draw correct conclusions; As for closed-doorism, it's not only that we don't go out ourselves, and others can't get in, but the send-away doctrine means that no matter how good or bad, as long as it comes from abroad, we want it. In fact, all this discussion is to compare the importance and necessity of implementing takenism as soon as possible. Through this, students can often understand the connotation of "takenism" more naturally, which is not only possession and choice, but also innovation. Source: Art and Science Navigation