With the development of science and technology, modern teaching equipment is becoming more and more popular. Different art forms such as movies, television and pictures should also participate in classroom teaching, so as to enrich teaching forms and improve teaching quality through mutual reading with literary works. More importantly, literature courses should be coordinated with the professional characteristics of applied majors to achieve a win-win situation.
Keywords: literary appreciation; Modern literature
First, the interactive use of traditional and modern teaching methods
In order to achieve the expected effect, intensive text reading needs to change the classroom teaching mode of simple teaching by teachers. Teaching methods are often used in classroom teaching. Through the teacher's narration, explanation and speech, students can get a lot of information in a short time, which is essential in the early stage of imparting new knowledge and helps students master basic knowledge as soon as possible. However, if teachers always focus on teaching, it is very unfavorable to cultivate students' autonomous learning ability. The literature foundation of students majoring in drama is weaker than that of students majoring in Chinese, which easily leads to the misunderstanding that students have poor learning ability. Actually, it is not. Taking Lu Xun's Diary of a Madman as an example, students can independently analyze who "ate" the madman, but it is difficult to interpret these characters. This confusion is not the problem of intellectuals, but because Lu Xun's works are often arranged at the top of the curriculum, and students do not understand the methods of literary criticism at this time, which leads to a temporary inability to start. However, if the methods of literary appreciation are listed separately and told to students, it will be boring. It is best to integrate methods into the teaching process based on problems. Problem-based teaching method is to present knowledge to students in the form of problems, so that students can master knowledge and cultivate their ability in the process of solving problems. The process of literature appreciation can also be regarded as the process of asking questions and solving problems.
In the early stage of learning, teachers usually need to design questions, from shallow to deep, and gradually guide students to actively participate and think independently. Later, it should be gradually changed to students' questions. Teachers arrange students to read works before class, so that students can explore independently before class. In class, students are divided into two groups. One group asks questions and the other group answers them. Or one group presents learning results in the form of academic reports, and the other group asks questions. Besides knowledge learning, inquiry learning can cultivate students' teamwork ability, while discussion learning can improve students' oral expression ability. If papers are formed in the form of homework after class, they can also exercise the paper writing ability that opera students lack. Another difficult problem faced by modern and contemporary literature courses is the contradiction between a large number of excellent literary works and limited class hours. Therefore, teachers must pay attention to the effectiveness of "examples" in the teaching process. The selected works should play an exemplary role, and we should also pay attention to summing up the laws of literary appreciation in the teaching process. Take Sinking as an example. When reading Mr. Pan, many students can't notice his "gentleman" status, and then they can soon notice his "international student" status, and analyze and judge the characters from this identity. Some students even compare this intellectual image with that of madman and Mr. Pan, and reflect on the road and destiny of intellectuals in modern history to improve their ability and level of using knowledge. Compared with traditional teaching methods, "the application of modern teaching methods requires the establishment of students' dominant position, student-oriented, emphasizing that teachers' teaching methods ultimately achieve efficiency through students' subjective activities, and pay attention to giving full play to students' initiative and enthusiasm". As the saying goes, it is better to teach people to fish than to teach them to fish. The interactive application of traditional teaching methods and modern teaching methods is an effective means for students to master the basic methods of literature appreciation.
Second, the integration of literary appreciation and professional practice.
For students majoring in drama, film and television literature, what they want to improve is their practical ability rather than their research ability. This is also a reason why they are not interested in theoretical courses, which is the constraint of modern and contemporary literature courses and the starting point of innovation. If we can give full play to the dual advantages of literature and drama, we can achieve a win-win situation. The combination of teaching and performance is an optional teaching method for elective courses of modern and contemporary literary works. Performance is a compulsory course for students majoring in traditional Chinese opera, and it is also their interest and specialty. Bringing the performance into the classroom, intercepting wonderful fragments from literary works for students to perform and make statements, can test their understanding of the works, and can also enliven the atmosphere and arouse students' enthusiasm. Taking Ba Jin's "Home" as an example, people's different reactions after Chueh-min's desertion from marriage can be performed, and "audience" comments can be opened after the performance. In the interactive session, there are often differences about Chueh-hsin's sincerity in helping Chueh-min. The collision between "actor" and "audience" stimulates the spark of thinking and deepens the understanding of the characters in the discussion. The disadvantage of joining the performance is that it takes a lot of time. Even if you don't count the preparation time before class, the performance of students in a class plus comments and discussions can only complete one or two fragments at most, which is difficult to spread out in an all-round way. In order to realize the participation of all students, the proportion of prescribed class hours is bound to be too much. Today's society has entered the "era of reading pictures", which "marks that the image-based culture has replaced the traditional language-based culture." The popularity of image culture is a great pressure on literature with words as its means of expression, and when the public is used to understanding literary texts through various image materials, misunderstandings and prejudices also follow. But instead of refusing, it is better to introduce video materials into the classroom and turn the crisis into a turning point.
The negative influence of images on classroom teaching can not be ignored. First, it limits students' imagination; second, it is difficult to appreciate the beauty of words. For students who don't like reading words, but only understand literary works through movies or other artistic forms, the works appear in a solidified image, which weakens the imagination space left by the novel for readers. Moreover, movies and literary works are, after all, two different art forms, which have been adapted to different degrees in the process of transformation. Some images that can't or are difficult to show will inevitably be lost, and other contents will also produce some "errors" through the understanding of the director or screenwriter, either increasing or decreasing or changing. The difference between literary works and film and television works lies in the space for students majoring in drama to give full play to their professional expertise. Teachers can introduce a comparative perspective into the classroom and improve students' artistic aesthetic level in evaluation and adaptation. At the same time, teachers can also guide students to tell literary works and adapt them into scripts, performances and short films, which not only examines students' literary appreciation ability, but also improves their practical ability. This also builds a bridge between literature and film and television teaching. If different courses can communicate and cooperate with each other, students can exercise various abilities without increasing their learning burden. The teaching content of modern and contemporary literature in China is complex, and it is usually difficult to complete the teaching task well with a single teaching method. Therefore, it is necessary to comprehensively use various teaching methods such as lecturing, giving examples, asking questions and exploring to make them complement each other. With the development of science and technology, modern teaching equipment is becoming more and more popular, and different art forms such as movies, television and pictures should also participate in classroom teaching, so as to enrich teaching forms and improve teaching quality through mutual reading with literary works. More importantly, literature courses should be coordinated with the professional characteristics of applied majors to achieve a win-win situation.
refer to
1. On the subject of Jin Shengtan's literary appreciation-Jian Zuo: Journal of Nanjing University (Philosophy, Humanities and Social Sciences Edition) 2006-11-3010.
2. Dialectics of Xia Gaizun's Teaching Theory of Literature Appreciation (Part I) Journal of Ningbo University, Wang Rongsheng (Education Science Edition) 1999- 10-308.
Literature Appreciation Fan Wener: Literature Appreciation Method Abstract: Let the present students really return to the world of Chinese, arouse their love for Chinese, and cultivate elegant reading taste and aesthetic ability. The main methods are: creating classroom activities, creating situations and appreciating them in the interaction between teachers and students; Pay attention to the interest of swimming, closely follow the language, and learn to appreciate in reading practice; Highlight perceptual experience, strengthen reading, and learn to appreciate in aesthetic speculation; Try to mobilize emotions, inject passion, and talk in the emotional magnetic field.
Keywords: interest, teacher-student interaction, reading taste and passion
Nowadays, teenagers often reject tradition, pursue fashion, have utilitarian ideas and indifferent feelings, and have distinct characteristics in aesthetic ability, aesthetic taste and aesthetic pursuit. Many of them are used to reading pictures and listening to CDs, wandering in short messages, squinting at literary masterpieces and staying away from cultural masters. They are often complacent in other aspects, pretending to be cynical, treating innocence as a fool, and taking seriousness as a fool. Their interest in literature and Chinese has been almost indifferent, perhaps because of the senior high school entrance examination and college entrance examination, they were left in the middle school Chinese class. How to make the current students really return to the world of Chinese and arouse their love for Chinese? How to cultivate elegant reading taste and aesthetic ability? These problems are very serious in front of our Chinese teachers, so that our Chinese teachers, as inheritors of traditional excellent culture, have to think deeply.
First, create classroom activities, create situations, and expand appreciation in teacher-student interaction.
There are three reasons why people are usually uninterested or even indifferent to literature teaching: First, the text they read is too far away from students' real life to arouse their interest in learning and thirst for knowledge; Second, the teaching process is the same, which turns the dynamic cognitive aesthetic process into a static program diagram, causing students to be bored and tired of reading teaching; Thirdly, faced with the pressure of entrance examination, teachers divide the works that condense the author's passion and painstaking efforts into several language training topics, which makes it difficult to stimulate students' reading passion. In a word, the single rigid teaching mode is the main reason for indifference. In order to change this psychological state, we must try our best to change the monotonous learning environment in the teaching of reading literary works, not seek an exhaustive teaching plan, strive for flexible teaching with clear goals and various forms, strengthen bilateral or multilateral activities, make the classroom full of vitality and promote students' good reading mood and desire.
Second, pay attention to the fun of swimming, stick to the language, and learn to appreciate in reading practice.
In order to truly implement literary appreciation and make Chinese class a Chinese class, Chinese learning and taste are the key. The image-building needs language, and the composition of artistic conception cannot be separated from language, and the profound meaning of the work is contained in language. We should try our best to dig the blank behind the words and chew the emotional taste inside the words, so as to expand our imagination, receive the interest of swimming and feel the charm of language.
1. Taste the meaningful artistic conception created by language. The meaning of literature is often expressed through images and artistic conception. A recurring image often expresses specific interest and meaning, and represents the emotional experience of the nation and human beings. Artistic conception is an integrated artistic realm created by the combination of the writer's subjective feelings and objective scenery. Literature teaching is to guide students to discover cognitive images and feel artistic conception.
2. Taste the text behind the paper. The meaning expressed in the language of literary works is not presented at the same level, which is divided into superficial and deep, while the meaning, meaning and artistic conception of literary language have rich and diverse forms of expression. Appreciating the richness of language is the focus of literature teaching and the embodiment of China's surname "Yu". In teaching, students should be guided to understand the profound meaning of novel details, learn to ponder the subtext of drama lines, pay attention to the meaning direction of poetic images, and find out the meaning of prose language. ...
Third, highlight perceptual experience, strengthen reading, and learn to appreciate in aesthetic speculation.
The charm of literary works is often revealed in constant repetition. The function of reading is self-evident, but how to make students have interest, taste and unique experience in reading and change "I want to read" into "I want to read" is something we should study well.
First of all, Chinese is beautiful in phonology, rhythm and prosody, and the best way to understand it is reading. "Reading" is the means, and sentiment is the purpose. Reading can not only grasp the content of the article, but also appreciate and evaluate the beauty of the language. The problem is that "reading" should have a gradual process. From accurate pronunciation and fluent reading to reading beauty; From reading rhythm and charm to reading an emotion. The aesthetic feeling and feeling of reading is the highest state of reading. In reading teaching, it is necessary to stimulate students to connect with real life, understand the sublimity of the author's self-expression or description from the side with similar emotional experience according to the description of the speech object, and grasp the sincerity of the author's inner feelings, thus stimulating a keen sense of language. Therefore, all these require teachers to design a variety of "reading" forms, such as student reading, teacher reading, expert reading, silent reading, opposite reading, synchronous reading, role reading, music reading, group reading, interesting reading, beautiful reading, reading level, reading change, reading charm, reading personality and reading new world.
Secondly, "it is interesting to swim hard." In literary appreciation, constant "swimming" is an important means to achieve the purpose of appreciation. In the sense of literary appreciation, the whole meaning of a work cannot be fully understood by readers at a certain stage. Only in the continuous acceptance chain can the deep meaning of the work be gradually discovered by readers. In the process of teaching, we should pay attention to extracting the familiar works of students in time, and observe them from different angles, so as to review the old and learn the new, and then we will have a new aesthetic feeling. In Mr. Zhu Ziqing's "recitation" class, when he was in junior high school, his grasp of the emotions in his works may not be accurate and his experience is not deep. In high school, with the growth of age and the deepening of wet experience, he will definitely have different feelings in his young heart, and read his life, growth and thoughts. The first time I read Lingzhi, I may not be able to deeply understand the deep affection. When he (she) learns to discover the true feelings from the details of life, the aesthetic feeling he (she) will certainly be different from that when he (she) first read it. Therefore, in teaching, students can be trained to retell the literary works they have learned in the past, so that they can have a new understanding of the works they are familiar with, thus improving their aesthetic ability and enriching their aesthetic experience.
Furthermore, pay attention to personalized reading. The reading of literary works should not only focus on words, but also comprehensively examine and grasp the explicit meaning and intuitive picture of the works through the language of the works, taste, connotation and understand the hidden inner meaning and interest in the works, remove the lingering reason, interest and interest between the lines, integrate and generate emotional intelligence, get emotional edification, get ideological enlightenment and enjoy aesthetic pleasure. On the basis of reading the text, guide students to find problems by themselves; Teachers pay attention to creating problem situations, creating relaxed and harmonious atmosphere, forming fertile ground for students to find problems, and finding infinite smoke waves in seemingly unquestionable places.
Fourth, try to mobilize emotions, inject passion, and speak in the emotional magnetic field.
Teaching is not only a cognitive activity, but also an emotional activity. All elements of Chinese teaching-text (especially literary works), students and teachers, are inseparable from "emotion". It can be seen that Chinese teaching activities are like a "field" for emotional input. It is hard to imagine how boring literary appreciation activities without emotion should be. Literary appreciation needs aesthetic ability. Appreciate beauty, there must be passion burning. Passion is the emotional fulcrum of experiencing literary charm, and passion is the stimulant and catalyst of experiencing literary interest. It can be said that without passion, there is no aesthetics; Without aesthetics, there is no literature teaching. The expression of passion is multi-level and multi-faceted. Sometimes it is profound and enlightening; Sometimes it is poetic and stimulates the imagination; Sometimes it's humor, which regulates the atmosphere. A passionate classroom is a dynamic space and a running stream.
In a word, Chinese classroom needs passion, Chinese learning needs interest and Chinese teaching needs vitality. Let's light up the Chinese classroom with passion, light the literary torch with passion, stimulate the teaching vitality with interaction, and cultivate students' literary literacy through unremitting efforts.
refer to
1, The Welding of Architecture and Literature ── A Guide to Appreciating the Artistic Conception of China Architecture Hou Youbin huazhong architecture1995-09-201.
2. Ye Shengtao's literary appreciation of Pan Xinhe: China Architecture 2006-06-0 18.
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