Deepen the emotions of traditional texts and tap the depth of traditional culture. As the saying goes, "text carries the Tao", Chinese is the carrier of national culture, and the excellent national traditional culture is the soul of Chinese. This requires us to teach Chinese In Chinese language teaching, we should not only pay attention to the teaching and application of knowledge and the cultivation of language sense, but also shoulder the important task of "understanding Chinese culture and nurturing traditional spirit". In order to further penetrate traditional culture into Chinese teaching, the author has been committed to teaching with Chinese language As a carrier, we build a platform for students to enter traditional culture, and adopt the method of "design, dig, build" to excavate the depth of traditional culture and enrich students' humanistic heritage. 1. Set up a cultural classroom situation. Chinese is a national culture The carrier embodies the humanistic emotions of the Chinese nation, is full of rich humanistic spirit and moral factors, contains profound cultural accumulation, shines with the brilliance of rational thinking, and is the best material to improve students' humanistic qualities. It is different from ideological and moral factors. It directly aims at moral education, but it is a kind of implicit moral education, that is, guiding students to read texts, allowing students to talk to saints and wise men across time and space, communicate with pioneers and trekkers, and feel their great personality charm and profound wisdom. Ideological connotation, extraordinary wisdom and creative ability, and then feel and experience the expressiveness and vitality of language and expressions to express ideas, and be influenced by excellent culture, forming an enterprising attitude towards life. What we often say is "knowing books and being polite" and "Poetry and calligraphy are in the belly" refers to the implicit moral education function of traditional culture. Therefore, as a Chinese teacher, you should strive to create a cultural atmosphere in the Chinese classroom and create a teaching situation suitable for the Chinese classroom. During the teaching process Traditional Chinese medicine further attaches importance to the influence of the environment, and needs to create a physical environment for teaching through the comprehensive use of internal introduction, external connection, and comparison with life. In the teaching process, teachers should create a variety of teaching situations according to teaching needs to stimulate Student affection. For example, you can post portraits of ancient celebrities and famous sayings written by calligraphers on the walls of the classroom to create a strong cultural atmosphere; or choose appropriate music according to the text content to skillfully integrate musical language and literary language. Exaggerate the atmosphere; or quote allusions and poems related to the text to pave the way; or use multimedia to produce relevant video materials, etc. Let students unconsciously feel the exquisiteness and beauty of Chinese culture and art through their ears and eyes. For example, in When teaching "Winter in Jinan", I introduced it like this: My classmates, Su Shi, a writer in the Song Dynasty, wrote in a poem: "The clear water is beautiful when the water is shining, and the mountains are empty and rainy. It is also strange. If you want to compare the West Lake to the West, it is lighter. It’s always appropriate to dress thickly.” West Lake in Hangzhou is one of the top ten tourist attractions in China. Her spring is especially beautiful: the ten-mile long embankment, misty rain, distant mountains and close water are all in the painting. Strolling by the lake, boating on the lake, it is so beautiful. People are like swimming in a painting. In summer, the world-famous summer resort Switzerland has the most beautiful scenery: green mountains and forests, surrounding light blue lakes, reflecting the white snow on the top of the Alps; waterfalls flowing on the cliffs, and flowers blooming on the meadows. It is truly worthy of the name. The reputation of "World Park". Do students know where the most beautiful autumn and winter are? This is our famous "Spring City" Jinan. Lao She wrote in the article "Autumn in Jinan": "God gave Switzerland the art of summer. Give spring to West Lake, and give all autumn and winter to Jinan." In the author's writing, Jinan's autumn and winter are picturesque and unique. Today, let's first appreciate the beautiful scenery of Jinan in winter. Let students enjoy the beautiful scenery of Jinan in winter. From Su Shi's poems and Lao She's articles, you can experience the spring breeze of Hangzhou's West Lake and the tenderness of Jinan's winter. 2. Explore the connotation of traditional culture. China is a country of poetry, and classical poetry is the essence of Chinese traditional culture. Therefore, Chinese teachers are teaching language While writing, we should deeply explore the connotation of traditional culture and convey its reasonable core and true value to contemporary middle school students in an appropriate way. In fact, most of the Chinese texts are permeated with cultural spiritual atmosphere and are worthy of our exploration and exploration. Therefore, during teaching, I consulted relevant information with the students to understand the poet's life story, and initially understood the poet's state of mind when he wrote this poem. The students not only learned about some of the author's related works, expanded their knowledge, and better understood this poem. The poem laid the correct emotional tone, which was conducive to a deeper understanding of the poetic realm and the poetic sentiment. Gradually, the students fell in love with ancient poetry, consciously carried out extracurricular reading, got to know many famous poets, and accumulated many good words and sentences, becoming their A precious spiritual wealth. Some students got to know Fan Zhongyan and were impressed by his noble sentiments of "worrying about the world's worries first, and rejoicing after the world's happiness"; some students got to know Li Qingzhao and got to know a female poet. You can also have it
Have a manly mind; some students have understood Li Shangyin and been moved by the dedication spirit of "the spring silkworms will die until the silkworms die, and the wax torches will turn to ashes before the tears will dry"? At the same time, we also explored folk customs together, especially in the eighth grade In the second volume, we not only appreciate the beautiful scenery in "Ode to the Yellow River" and "Three Gorges", but also appreciate the folk customs with unique local characteristics in "Spring Wine", "Singing Festival in Yunnan", and "Duck Eggs at the Dragon Boat Festival". In In my daily teaching practice, I am committed to digging out relevant cultural knowledge starting from text annotations and reading tips; starting from text words and sentences to dig out relevant cultural background and philosophical connotations; starting from story plots to dig out the specific cultural connotations of works. ; Start with the topic of the text and explore the excellent traditional virtues; start with the students’ questions and explore the cultural interest. When teaching Mo Huaiqi’s "Walking", I start from the plot of "Differences" and let the students think in "their perspective" through empathy. Choose between "taking the big road" and "taking the small road" to deepen students' thinking and explore the concepts of national ethics and morals contained in it, as well as the traditional virtues of "respecting the elderly and loving the young" embedded in the deep family affection. In such interactions, , we have a detailed and systematic understanding of Chinese traditional culture, thus subtly optimizing students' value orientation. 3. Appreciate the connotation of traditional culture. Most of the literary works in Chinese textbooks are rich in literary sentiments, rich in words, and beautiful in meaning. It reflects the breadth and depth of national culture, conveys the life interests of ancient people with lofty ideals, and is full of humanistic colors. Therefore, when we enter the text, teachers must guide students to focus on personalized interpretation and interpretation of literary language, images and aesthetic tastes. Taste. The ancients said it well, "Those who write the text are moved by emotion and write down, and those who read the text become emotional." Modern educators also advocate that Chinese classes should have a Chinese taste. I think the so-called Chinese taste, The most important thing is the humanistic color derived from language. "Asking you how much sorrow you can have is just like a river of spring water flowing eastward" uses vivid metaphors to express the endless "sadness"; "The sun rises in the east and rains in the west, "The Tao is ruthless but affectionate" uses emotional puns to describe the vague "spring love"; "I am leisurely fishing on the blue stream, and suddenly I am riding a boat and dreaming of the sun" uses historical allusions to cleverly express life aspirations? Through language and writing, we can appreciate the exquisiteness and breadth of the motherland’s language, appreciate the beauty of artistic conception between the lines, and appreciate the colorfulness of life. Furthermore, I also agree with Zhu Xi’s proposition that “reading poor principles should be applied to the body”, We advocate personalized reading in the teaching process. For example, when I was teaching Feng Jicai's "Strange People in the World", I asked students to find three key words that promote the development of the plot and reminded them that they were one word, two words, and three words. , thus grasping the key words "cow", "looking for fun" and "selling cheaply", allowing students to think about who is "cow", who is looking for whom "fun", and how to "sell it cheap", and then compare the strange clay figures Zhang and Hai The contest between Zhang and Wu was vividly displayed in front of the students, allowing them to understand the integrity of folk artists such as Tianjin Wei. During the teaching process, I also encouraged students to taste it from the emotions and artistic images. There are very rich artistic images in Chinese textbooks, and the excellent traditional virtues of the Chinese nation can be glimpsed in them. Therefore, when analyzing the characters, students should be guided to discover the truth, goodness and beauty in the characters. For example, when studying the seventh grade "Flowers" When writing the article "Mulan", you can follow the context of the text and deeply explore the traditional virtues of Mulan, such as her heroic and fearless courage that belongs to a heroine, her "mirror-colored" daughter's character that belongs to a delicate daughter, and her character that belongs to China The "filial piety" of children, etc.