Through years of Chinese teaching in senior high schools, the author summarizes some methods and effects of classical Chinese teaching in senior high schools, with a view to improving students' interest in learning classical Chinese and improving the efficiency of classical Chinese teaching.
[Keywords:]: classical Chinese teaching methods to cultivate students' humanistic quality
In the new round of teaching reform, it is clearly pointed out that Chinese teaching should be devoted to the formation of students' Chinese literacy. The main purpose of classical Chinese teaching is to inherit the national culture and absorb the essence of China classical literature. Classical Chinese, as the carrier of thousands of years of traditional culture in China, can be said to be extensive and profound. Learning classical Chinese well is of far-reaching historical and practical significance for improving students' overall humanistic quality and cultivating students' recognition, inheritance and development of national culture. A large number of classical Chinese have been selected in middle school Chinese textbooks, which I think is the main purpose.
Classical Chinese plays a role in cultivating students' humanistic quality mainly through the following aspects:
First of all, the study of classical Chinese can cultivate students' love for China traditional culture.
China is an ancient civilization with a long history. The sages left splendid cultural treasures in science, technology, history, philosophy and literature, and most of these cultural treasures were preserved and passed down in the form of classical Chinese. The topics selected in middle school Chinese textbooks are all famous sayings and articles accumulated through history. For example, we can improve our understanding of history by studying the titles in Historical Records. By studying The Analects, we can understand how far-reaching the Confucian culture has influenced the formation of China's national culture. By studying classical Chinese, we can deeply understand the profound connotation of idioms often used in modern life and so on. The study of these articles can help students learn the most classic and wonderful parts of China culture, thus stimulating students' interest in learning, laying a solid foundation for students to actively dabble in related knowledge, and also laying a solid foundation for the inheritance and development of traditional culture in the younger generation.
In the sea of traditional culture in Wang Yang, the deep affection of the literati of past dynasties for the country and the nation is like snow lotus in the mountains, which makes future generations admire and admire, "a thousand years of love." Qu Yuan's Treatise on Febrile Diseases and Li Sao, Su Xun's Six Kingdoms and Wen Tianxiang's Guide to the South are all works with a "magnetic needle stone" in their hearts, which have both literary quality and aesthetic feeling. Through the teaching of classical Chinese, guiding students to read carefully and understand the patriotic feelings contained in the article can enrich their patriotic feelings and increase their national pride and sense of identity. In addition, there are many works in the textbook, either praising mountains and rivers, or describing experiences, or expounding philosophies, or expressing their feelings. They express the ancient people's persistent pursuit of the country, the nation, the truth, the goodness and the beauty, which will make people be influenced and infected invisibly. Students read Mencius and realized the lofty spirit of transcending ancient and modern times. "Life is what I want; Righteousness is also what I want. You can't have both, and those who give up their lives are also righteous. " Educator Wang Anshi said in the Travel Notes of Baochan: "If you don't think deeply, you can't take it seriously." Sima Guang warned future generations that "frugality is virtue" in "Training frugality to show health"; This is a waste and a great evil. "When I read these articles today, every word is still in jeopardy. It can be said that classical Chinese has immeasurable educational potential and aesthetic potential. As long as we develop and use it reasonably, it will release great energy to enrich students' patriotic feelings.
Studying China's classical works is helpful to cultivate China people's unique cultural mentality. Each of us has a string in our heart, which is extremely sensitive. If we stir it a little, it will naturally arouse deep feelings and love for our nation and our homeland. In the classic literature that has been circulating for a long time, there are many words that can stimulate this feeling. Confucian classics, Historical Records and other historical classics, Du Li's poems, and essays by eight masters in Tang and Song Dynasties, in which students can often taste the unique mentality of China culture.
At the end of last century, some western scholars said that if human beings want to survive in the 2 1 century, they must look back at 2500 years and learn from the wisdom of Confucius. Westerners still have such a high opinion of China's traditional culture, and China people should think deeply. The general goal of Chinese curriculum standard clearly puts forward that Chinese education should let students know "the richness and broadness of Chinese culture and absorb the wisdom of national culture." On the suggestion of compiling teaching materials, it is pointed out that "teaching materials should pay attention to inheriting and carrying forward the excellent culture of the Chinese nation, which is helpful to enhance students' national self-esteem and patriotic feelings." Liu, an expert in Chinese education, said: "Classical Chinese is a good textbook for ideological education, especially patriotism and historicism education. "
Second, classical Chinese learning can cultivate students' aesthetic ability.
Classical Chinese not only carries the profound Chinese civilization, but also inherits the unique cognition and ideological spirit of the Chinese nation on beauty. Therefore, students' aesthetic ability can be cultivated by learning classical Chinese. In the era of information explosion, fast food culture is popular, which has a growing influence on middle school students. Learning classical Chinese classics plays an irreplaceable role in cultivating students' aesthetic ability.
Learning classical Chinese can improve students' aesthetic perception. Aesthetic feeling refers to the ability to discover and appreciate the beauty of things around you. Many classic characters have been created in classical Chinese textbooks. From these people, students can learn the spirit of self-improvement of the Chinese nation and the noble integrity of sacrificing one's life for righteousness. For example, Wen Tianxiang's patriotic spirit of defending the country's survival when the country and the nation are in danger; In the Biography of Lian Po and Lin Xiangru, Lin Xiangru put forward the holistic view of "putting national urgency above personal enmity", which can help students correctly distinguish the truth, goodness, beauty and false ugliness in life on the basis of knowing and understanding our national spirit, and improve their aesthetic quality and perceptual ability. The power of personality beauty of historical figures is enormous, which baptizes and purifies students' souls. This is the charm of classical Chinese.
Learning classical Chinese can develop students' aesthetic imagination. Imagination is more important than any knowledge. Einstein said, "Dostoevsky gave me more than any scientist." His words emphasized that anyone needs aesthetic imagination. When learning classical Chinese, you must use your imagination to understand it. Because classical Chinese is concise, many implications and overtones depend on readers to understand. Therefore, we should guide students to actively accumulate experience, enrich their emotions and develop their aesthetic imagination through works with China quality and aesthetic feeling in classical Chinese.
Famous books are full of diverse and reasonable imaginations. For example, Du Mu's Afu begins with "Shu, Afangchu", which makes people boldly and exaggeratedly imagine a new scale and momentum. "There are thousands of waves in the hive, and I don't know how it fell. What is a cloudless dragon lying on a long bridge? After the road is empty, aren't you worried about Eric? " These words are imaginative. There are many pavilions and pavilions in Epang Palace, and the small bridges lie across the water, which are as smart as flying. Multi-way flying frames are among pavilions, colorful and beautiful as a rainbow. Words stimulate students' imagination, and the extravagant life of Qin Wang is just around the corner.
Another example is Zhuangzi's "Happy Travel", which begins with the following words: "There are fish in the northern Ming Dynasty, named Kun. Kun is so big, I don't know its thousands of miles; Become a bird. Its name is Peng. Peng's back is thousands of miles away; Fly away in anger, and its wings hang like clouds. " This section describes the changes of Kun Peng and soaring birds. It has a strange idea and needs to close its eyes and concentrate. A magical and magnificent picture will be displayed in front of you: in the vast North Sea, a big fish Kun is swimming, and the shiny silver scales of the big fish turn into soft feathers in the turbulent sea water. A giant bird rose into the sky, its wings covered the sky, and the waves caused by its flapping wings were unknown to Wan Li. What a spectacular sight it is. Words endow students with magical imagination, and a magnificent picture is in front of them.
Learning classical Chinese can promote the maturity of students' aesthetic psychology. No matter what occupation a person is engaged in, he needs a healthy and sound aesthetic psychology. Let students often get close to the ancient sages, so as to gradually understand the sages and talk with them slowly, and gradually there will be a "heavenly health, a gentleman constantly strives for self-improvement; The terrain is rich, and the gentleman carries things with morality. The enterprising spirit and generous mind, the moral integrity of "wealth can't be lewd, poverty can't be moved", the principle of "don't do to others what you don't want others to do to you", the idea of "worry about the world first, and enjoy the world later", and realize the friendship like mountains and rivers, and the pursuit of life like "seeing the sage Si Qi" and "self-indulgence", thus constantly improving the realm of students' life. The more opportunities for students to get in touch with classics, the more mature their aesthetic psychology will be, which will help them form a correct and mature outlook on life and values as soon as possible.
In a word, classical Chinese contains rich and profound emotions, profound humanistic feelings, and the unique cognition of the Chinese nation to beauty. Learning classical Chinese is an effective way to cultivate students' aesthetic ability.
Thirdly, classical Chinese learning can cultivate students' language ability.
Cultivating students' language ability is one of the important tasks in Chinese teaching at present. The cultivation of language expression ability is also the focus that teachers should pay attention to in classical Chinese teaching. Classical Chinese accounts for nearly a quarter of middle school Chinese textbooks, and learning classical Chinese well is of great help to cultivate students' language ability.
Liu Xie, a writer in the Southern and Northern Dynasties in China, once spoke highly of the role of words in Wen Xin Diao Long. "A word is more important than the treasure of Jiuding; A three-inch tongue is better than a million good teachers. " Language is the most important communication tool for students in their study, life and work. The strength of a person's expressive ability plays an important role in his future growth.
Classical Chinese attaches importance to reading and reciting. Reading aloud is the basis of cultivating oral English. Read correctly and fluently, and generally speak fluently; Can read feelings, read charm, and talk is generally more infectious. Reading aloud contributes to language accumulation. In repeated reading and chanting, words, languages, sentences, paragraphs and articles can smoothly enter the students' language warehouse. Zhu said, "You can understand a book after reading it a hundred times." This is the reading experience of predecessors, and it still has reference significance for us today.
In teaching, students are required to read carefully selected famous articles in the textbook until they recite them. The language of famous articles is not only standard and elegant, but also has strong vitality. For example, in Xunzi's "Encouraging Learning", "You can't jump ten steps; This is a great contribution to the success of Ma Xu. Perseverance, rotten wood can't be carved; Perseverance can open the stone. " Han Yu's "Teachers are taught by others" and "Therefore, disciples need not be inferior to teachers, and teachers need not be superior to disciples" are still active in people's languages. Students often remember to recite some of these sentences, and exquisite language will melt into their bones, stirring the soul of innovation from time to time, and creating new languages through infection, edification and internalization.
China has a long cultural history and rich classical literature, and many famous sentences and articles handed down to this day are the crystallization of Chinese civilization. Reciting a certain number of famous articles is to "enrich the accumulation of language", which is also one of the requirements of middle school Chinese teaching syllabus. It is helpful to cultivate students' love for Chinese civilization, noble aesthetic taste and certain aesthetic ability. The important task of basic education stage is to memorize a large number of language materials. Chinese has a long history, and there are many language materials that must be inherited, from common words to famous articles, paragraphs and sentences. If possible, the more you recite, the better.
Learning classical Chinese is helpful to improve students' oral expression ability. When we open the middle school Chinese textbooks, we often applaud the superb speaking art of the ancients. For example, Zou Ji's image metaphor, the needle is hidden in cotton, the dragon is touched to avoid reality, and the remonstrance is circuitous. In candlelight, martial arts wants to be promoted first and restrained, and knowledge is strong. They used their clever tongue to satirize the strange king and persuaded the queen mother to retire from Qin Shi. Appreciating the speaking skills of the characters in the text is conducive to improving students' eloquence. When Zou Ji satirized the King of Qi, he skillfully used vivid metaphors to achieve his goal. He realized from his own life that kings in high positions often hear flattery, and it is difficult to hear the truth, so they are easily deceived. Zou Ji first analyzed the reasons why his wife, concubine, guest and "beautiful me" were "selfish", "afraid of me" and "want something from me", so they were cheated. Then, Qi Weiwang was inspired to "influence ladies-in-waiting", "minister of imperial court" and "within four borders", meaning "private king", "fear of king" and "desire to obey king". As a result, monarchs are often deceived when they hear praises. This ironic method, which takes things as metaphor and reasoning as responsibility, has achieved magical exhortation effect. It can be seen that the artistic use of language can often achieve unexpected results. We might as well learn from the ancients, learn from them and improve our oral expression ability.
Learning classical Chinese can accumulate idioms and languages. Idioms in modern Chinese, including proverbs handed down and absorbed by people, are "living fossils" in language. Most of them come from ancient literature and classics. For example, Mencius made great achievements in language, from which we can extract many commonly used idioms, such as: encouraging young people to be strong, pot calling the kettle black, one violent and ten cold, and so on. In the study of Biography of Lian Po and Lin Xiangru, students can learn the following idioms: the friendship of cloth and clothes, the friendship of neck and neck, the priceless treasure, the return of the perfect treasure to Zhao, the struggle between two tigers and so on. Accumulating these idioms can inherit our traditional culture well. Idioms are often used in our daily life. Reasonable use of idioms is mutually beneficial to the knowledge of idioms, which can increase the connotation of language and improve our Chinese literacy.
Chinese teaching is the main channel to cultivate students' oral ability, and the positive role of classical Chinese learning in enriching students' language and training students' oral ability cannot be underestimated.
Fourth, classical Chinese learning can cultivate students' writing ability.
Classical Chinese selected from middle school Chinese textbooks, after historical screening, is exemplary in its literary value in terms of text structure, diction, rhyme and rhythm, and has rich cultural connotations. When students study classical Chinese, they can not only cultivate their reading ability of classical Chinese, but also absorb its rich nutrition in the layout and language skills of articles and improve their writing ability.
First of all, you can accumulate composition materials. Data of Qu Yuan, Sima Qian, Su Wu and Su Shi. It is not uncommon in the selection of perfect composition in college entrance examination, and the quotation of classical Chinese sentences in class also appears frequently. The use of these materials improves the expression effect and endows the works with a deep sense of history and ideological depth. Of course, the scope of the material should be appropriately expanded, and these celebrities should not always be exposed. They are always the busiest when it comes to the college entrance examination.
Secondly, it can enrich the expression of language. This shows that students can use classical Chinese vocabulary. For example, the words "the wind of Xu Lai, the stagnant water waves" and "the dew crosses the river and the water meets the sky" in "Red Cliff Fu" can be directly applied to the articles about scenery.
Third, you can learn composition techniques. Classical Chinese has many skills, which are worth learning in composition. For example, Han Yu's "teacher's theory" is first established and then broken, and the positive and negative arguments are made; Wang Anshi's "You Bao Chan", first narrated and then discussed, interlocking; These layout skills are of great value to students' writing. Gui Youguang's "The Story of the Ridge" focuses on emotional clues, selects typical life details, and expresses delicate and profound feelings. These skills of conception and material selection can give students a lot of enlightenment.
To sum up, the study of classical Chinese can cultivate students' love for China traditional culture, and cultivate students' aesthetic ability, language ability and writing ability, which plays a decisive role in cultivating students' humanistic quality. Then, in the process of classical Chinese teaching, how can we better cultivate and improve students' interest and ability in learning classical Chinese, so as to play its due role in cultivating students' humanistic quality?
First, including chanting, cultivate students' sense of classical Chinese language and improve their interest in learning.
Most students lack interest in learning classical Chinese, mainly because the classical Chinese era is long and reading is difficult. Because students are not fluent in reading, their perception of the article is also weak. Based on this, for a long time, in teaching practice, teachers often explain beautiful classical Chinese word by word, making it fragmented and unattractive. Students become machines for taking notes and reciting. How can this stimulate students' interest in learning classical Chinese?
In the last article, I have quoted Zhu's sentence, "Read a book a hundred times, and you can see its meaning." Only by reading repeatedly can we understand the main idea of the article. Reading aloud and reciting mantra are special requirements for classical Chinese teaching. Classical Chinese pays more attention to rhythm than modern Chinese. The reason why the ancients read poems by singing is because it helps to understand the content. In teaching, students are required to pronounce correctly, pay attention to pause, read out artistic conception and feelings, so that students can understand the meaning of the text, feel the feelings, feel the artistic conception of the works and improve their language perception. Some difficult sentences and long sentences can't be understood for a while, and students will gradually understand the meaning in repeated reading, and the effect is far better than that of teachers.
Students' reading teaching should be scientific and targeted, and should be guided in rhythm, tone, intonation and speaking speed according to the specific requirements of the works. Every time you read aloud, you should have different clear requirements. Whether you read correct pronunciation, clear sentences, tones and language trends, or get a general idea, master ideas, appreciate emotions and feel artistic conception in reading, you should give students specific and clear guidance, so as to achieve the purpose of "reading aloud with understanding". Taking Back to Xi Ci as an example, in elegant ancient music, the recitation of sound and emotion is more situational. In reading aloud, I realized the author's dissatisfaction with the ugly reality, the joy of getting rid of the shackles of officialdom and returning from a long way, and the yearning for simple rural life, which achieved the effect of "speaking from your own mouth, just like speaking from your own heart".
Second, combine point with surface to guide students to understand the meaning of the text and appreciate beauty.
The understanding of classical Chinese vocabulary and sentence patterns is "point", and the appreciation of article structure, content and artistic form is "face". As we all know, an accurate understanding of the literal meaning of words and sentences in classical Chinese is the basis of classical Chinese teaching, so it should be one of the important goals of classical Chinese teaching, but it is by no means "all". Many classical Chinese texts selected into the teaching materials are very literary. The literary value of well-known works such as Afanggong Fu, Chibi Fu, Chen Qingbiao, Ji Xiang Xuan Ji, Preface to Lanting Collection, Ten Thoughts on Emperor Taizong is self-evident. As for the poems and songs in classical Chinese, they are even more literary. If we only do some dismembered interpretation from words and phrases, and divide the beautiful words into fragmented ancient knowledge, it will have no aesthetic feeling at all, and of course it will not arouse students' interest in learning. Therefore, to establish the concept that classical Chinese teaching is literature teaching, to guide students to appreciate and evaluate classical Chinese works properly, to let students know the overall aesthetic feeling of classical Chinese works, to understand the author's feelings, to understand the way in the text and to feel the elegance of the text should be the highest realm pursued by classical Chinese teaching.
Third, teach them to fish, guide students to learn to migrate and improve their reading ability.
Due to the ancient and modern evolution of word meaning and unfamiliarity with special vocabulary and syntactic phenomena in classical Chinese, students often cannot understand the meaning of the text independently, let alone interact with the author's interest. Therefore, teachers are needed to teach them how to learn classical Chinese.
Modern Chinese is the inheritance and development of ancient Chinese, and its vocabulary, syntax and rhetorical devices are inextricably linked with ancient literary language. Although students have certain language barriers in reading classical Chinese, they can never learn a foreign language without foundation. Therefore, teachers should highlight three key points (common words, special sentence patterns and ancient cultural knowledge) in order to promote students' knowledge classification, accumulate common classical Chinese vocabulary, master classical Chinese vocabulary and syntactic rules, and draw inferences from one example to another; But it can't cover everything, leaving students at a loss. Teachers can't "read" instead of students, they can only let students never read by themselves.
On the basis of explaining the key points thoroughly, students can be guided to sum up the rules. For example, the flexible use of parts of speech in ancient Chinese and the characteristics of various special sentence patterns, by comparing the differences, let students know "how to say modern Chinese" and summarize and sort it out, help students to summarize and sort out classical Chinese knowledge, and urge students to master classical Chinese knowledge in an orderly and systematic way, thus generating understanding and association, improving self-study ability and realizing the transfer of classical Chinese reading ability.
Whether a student has "the ability to read simple classical Chinese" does not depend on whether he can read what he has learned in classical Chinese, but on whether he can use what he has learned in classical Chinese to form the ability to analyze and solve problems. Therefore, in classical Chinese teaching. The training of "migration" should be a link that cannot be ignored. The way of migration is mainly to migrate to the extracurricular classical Chinese which is equivalent to the difficulty of the text, mainly starting from the knowledge or ideology of classical Chinese. For example, it is related to the content of the text, or similar (opposite) to the theme, or describes the same person. , can be used as the material for job-transfer training. If you are studying Qianchibi Fu, you can choose Houchibi Fu for comparative reading, so as to consolidate the knowledge of classical Chinese in class and further grasp the ideological changes of Su Shi. After studying Su Xun's Six Kingdoms, we can further understand the close relationship between the author's views and current events by comparing Su Zhe's Six Kingdoms, learn from the past and discuss the present; If you have studied the biographies of Lian Po and Lin Xiangru, you can read Wang Shizhen's On Lin Xiangru's Returning to Zhao intact to further understand the significance of Lin Xiangru's behavior and learn to read history critically.
"Teaching is to not teach". Classroom teaching is the core part of classical Chinese teaching, which is consistent with the requirements of the whole Chinese teaching. The ultimate goal of classical Chinese teaching is to teach students the methods of learning classical Chinese. "Based on in-class and extending out-of-class" is a good teaching form of classical Chinese to cultivate students' autonomous learning ability. Therefore, teachers should aim at cultivating students' subjective consciousness and mobilizing students' subjective ability, design various teaching forms and mobilize students' learning enthusiasm, so that students can not only actively learn classical Chinese, but also transfer their knowledge of classical Chinese and read extracurricular classical Chinese paragraphs.
"No pen and ink, no reading". The new curriculum standard requires students to accumulate reading materials by extracting and making cards. Abstraction is particularly important in the study of classical Chinese, which can guide students to prepare cards such as notional words, function words, interchangeable words, ancient and modern meanings and flexible use of parts of speech, and extract famous sentences from some idioms, aphorisms and poems. Reading aloud repeatedly on the basis of a general idea and gradually deepening understanding is the basic method of learning classical Chinese and an important way to improve the reading ability of classical Chinese.
In fact, there are still many strategies for teaching classical Chinese. But no matter which strategy, we should focus on stimulating students' interest in blood deficiency, improving the teaching effect of classical Chinese and cultivating students' reading ability of classical Chinese.
Classical Chinese occupies a large proportion in Chinese teaching in middle schools. It plays an important role in cultivating students' comprehensive humanistic quality, even irreplaceable. Chinese teachers in our middle schools need to pay enough attention to these aspects and try to explore more effective teaching methods in order to achieve twice the result with half the effort.