China's traditional culture is the precious wealth of our country and nation, which is rich in content and profound. I have made many attempts to integrate traditional culture into Chinese teaching: integrating traditional culture into ancient poetry teaching; Highlight traditional culture in comprehensive learning activities and composition teaching; Inheriting traditional culture in classroom teaching and integrating our traditional culture into Chinese teaching will make traditional culture education in China bloom beautifully.
Keywords: China traditional culture inheritance and Chinese teaching
The opening ceremony of the 2008 Olympic Games fully demonstrated China's excellent traditional culture: four great inventions, Chinese painting, Kunqu opera, China Kung Fu, Beijing opera, shadow play and ancient music. The opening drama "Xian Ge", performed by 2008 actors, shows the world the oldest festival ceremony to welcome distinguished guests in China, and expresses the meaning of "It's a pleasure to have friends from afar".
China's traditional culture is the precious wealth of our country and nation. It is rich in content and profound, including five aspects: wise philosophical and religious thoughts, perfect moral and ethical system, brilliant literary and artistic achievements, unique language and writing forms, and vast cultural classics. The Chinese curriculum standard points out the relationship between traditional culture and Chinese teaching: "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, which requires Chinese teaching not only to impart knowledge, but also to undertake the heavy responsibility of inheriting traditional culture.
I have made many attempts in this respect by taking advantage of the topic of "practical research on traditional culture education in primary and secondary schools", and now I will talk about my feelings with a few attempts.
First, in the teaching of ancient poetry into the traditional culture
Ancient poetry is an important carrier of China's excellent traditional culture, which embodies too many thoughts and feelings of our nation. As a Chinese teacher, we should take ancient poems as excellent materials to shape students, carry forward the traditional cultural knowledge contained in ancient poems to the maximum extent, and strive to improve students' Chinese literacy.
In the teaching of poetry, we should pay attention to the integration of chants about natural landscapes, give students aesthetic education, and absorb the essence of culture in beautiful words and artistic conception.
The first is to use modern teaching methods to reproduce the picture of poetry and let students be influenced by beauty. For example, teaching Ma Zhiyuan's "Qiu Si in Tianjingsha", "A dead vine, a faint crow, a small bridge with flowing water and a thin horse on an ancient road" draws a "wandering map", which is difficult for most students to understand by imagination alone. If we borrow multimedia, we can present a vivid picture of ancient life in students' minds, so as to understand that poetry is the condensation and sublimation of images and artistic conception. In this way, we can not only understand the poem, but also make an analogy. For example, when describing flower trees, we think that "falling red is not a heartless thing, but turning into spring mud will protect flowers more"; As soon as I saw the willow tree, I sang "Jasper dressed as a tree, and thousands of strands of green silk tapestries hung down"; When I am in a good mood, I feel that "a crane in the clear sky is on the cloud, and poetry is brought to Bixiao". These vivid experiences not only make students feel the beauty of classical poetry, but also combine traditional content with real life, and at the same time improve their Chinese literacy.
The second is to carry out various forms of activities of "approaching ancient poetry and entering traditional culture" to guide students to accumulate traditional culture and absorb classic nutrition. For example, five minutes of poetry reading every day, one semester, everyone has the opportunity to show, everyone has the awareness of participation, but also a kind of accumulation; A poetry reading contest every semester; Every semester, there will be an exhibition of poetry achievements (taking notes, collecting poems in categories, appreciating poems, reciting experiences, etc.). ). mostly for the whole class or group cooperation).
Third, carefully organize the teaching of classical Chinese and pay attention to carrying forward the national spirit. The essence of traditional culture is actually the great spirit of the Chinese nation. Confucius's "Don't do to others what you don't want others to do to you", Fan Zhongyan's "Worry about the world first", Li Bai's "Let me sail straight through the deep sea", Zhuge Liang's "Do my best until I die", Wen Tianxiang's "Take care of your own history", incorruptible "Don't be eaten by others" and the superb skills of nuclear shipmen ...
In classical Chinese teaching, the essence of national culture is not always understood by students themselves. Teachers should use text materials to organize students to carry out research-based learning, do a good job of preview before class, exploration in class and summary after class, so that students can complete the process of initial perception-overall grasp-deep understanding of text materials.
Zhuge Liang's "wisdom" is known to every student, but his noble sentiments are not shared by everyone. This understanding needs the guidance of teachers. Let me take the teaching of "model" as an example to talk about how to complete this process through three links of reading teaching.
Preliminary understanding of preview before class: arrange students to cooperate in groups before teaching to understand Zhuge Liang's life background, personal life experience and historical evaluation of Zhuge Liang's merits and demerits. Let the students have a basic understanding of the characters in the text The form of group cooperation not only mobilizes each student's sense of participation, but also expands the students' cognitive scope as much as possible. It laid the foundation for the discussion and exploration of the text content in class.
The overall grasp of classroom learning inquiry: After each student has a comprehensive understanding of Zhuge Liang's basic situation, classroom learning inquiry shows the breadth, depth and unique angle of participation. When students are interested in the text, they can overcome the language barrier of classical Chinese and ask Zhuge Liang why he made three suggestions, thus realizing Zhuge Liang's loyalty to Liu Bei and Shu.
Summarize after class and extend the deep understanding: among the three countries, Shu is the weakest; Zhuge Liang is the most famous person in the Three Kingdoms. What made Zhuge Liang insist on staying in Shu to help his fatuous late master "set the Central Plains in the north and revive the Han Dynasty"? Why did Liu Bei have "Baidicheng to entrust an orphan"? At this time, let the students write an orphan message in Liu Bei's tone, and let the students further grasp the noble spiritual realm of the characters through writing: to repay kindness and know, there is the virtue of repaying kindness; We must revive the Han Dynasty with great ambition. Liu Chan, who tried his best to assist his late master, had the great spirit of taking national interests as his own responsibility and died for his country.
The above three links, I believe, can make students feel Zhuge Liang's personality charm, and let students receive subtle education.
Second, highlight traditional culture in comprehensive learning activities and composition teaching.
Comprehensive learning is an important part of Chinese teaching. The comprehensive learning activities of both current textbooks and school-based textbooks can be regarded as the continuation and sublimation of our traditional culture, and it is also an important position for us to infiltrate traditional culture. At the same time, it can stimulate students' enthusiasm for writing, spread traditional culture with practical actions, and show the charm of traditional culture through activities. For example, the annual "Thanksgiving" theme activity for seventh-grade freshmen is to educate students on traditional culture and cultivate their good character and noble sentiment.
In the first week and the second week, "grateful teachers" will help students understand the tradition of respecting teachers and attaching importance to teaching in China, understand the professional characteristics of teachers, guide them to write stories about teachers and students, and write greetings to teachers, so that students can learn to be grateful, respect teachers and deepen their feelings.
Third, around us, "be grateful to our parents", reminisce about their hardships for us, appreciate their deep affection for us, send a gratitude card to our parents, say "thank you" to them, say "hard work" to them, send them a warm blessing, and let them harvest a happy touch.
In the fifth and sixth weeks, "Grateful Students" asked each student to do a good deed for his classmates and class, and wrote it down, so that students could help each other, learn from each other, make progress together and enhance the friendship between students.
In the seventh and eighth weeks, we will "be grateful to the society", carry out educational activities that love the motherland and the people, discover and experience social care, express our inner feelings, and establish a correct outlook on life and values.
In the ninth and tenth weeks of "Thanksgiving Culture", we will jointly carry out lectures, competitions and other forms of activities with other teaching and research groups to understand the profoundness of the motherland's culture and organize students to carry out traditional cultural activities such as painting and calligraphy competitions, film screenings, composition competitions and speech competitions. To create a strong atmosphere of humanistic education, so that teachers and students can be influenced by traditional culture aesthetically, so as to walk into traditional culture, carry forward traditional culture and enhance humanistic and moral quality.
In short, we should make good use of comprehensive learning activities and give full play to the role of traditional culture.
Third, inherit traditional culture in classroom teaching.
Chinese classroom is the main position of inheriting traditional culture, which requires students to learn traditional culture from multiple angles, accumulate knowledge and improve their literacy. So in teaching, I try to teach various forms of traditional culture like you.
The combination of Chinese teaching and idioms. After thousands of years of screening, most idioms bear social culture and have strong vitality. Many idioms still retain the meaning of classical Chinese, which can effectively help students master classical Chinese knowledge. Traditional idioms not only learn the font and use idioms, but also increase the literary grace of the composition. They can also learn some cultural common sense and literary allusions, which can better promote the recitation of famous sentences and articles. In teaching, I often organize idioms solitaire, digital pyramids, mosaics of teachers and students' names, historical story series and so on. , has achieved fruitful results.
Teaching content is combined with traditional cultural forms. For example, in Hometown Religion, without the word "change", it is impossible to analyze the characters and discuss the theme of the article, the change of leap soil, the change of Yang Er's sister-in-law and mine. When guiding the physical changes, we introduced the learning methods of couplets.
For example, I gave the first couplet: "Little Hero with Silver Collar", and the students gave the second couplet: "Broken felt hat and bark are like puppets". For Yang Er's sister-in-law, the students drew many bottom lines, such as: "Self-discipline, hard work and ability, called tofu beauty, mean and mean, a philistine greedy for money, took off his compass."
This form not only greatly stimulated students' interest in learning, but also integrated our traditional culture into Chinese teaching, and achieved good results. The ancients said that "there is a poetic soul in the belly." After the accumulation and edification of traditional culture, students will certainly form good behavior habits and have noble moral sentiments. Our traditional culture will be carried forward.