? Cao Gongqi
? Text interpretation is a required course for every Chinese teacher before implementing classroom teaching, and it is also the basic manifestation of every Chinese teacher’s teaching skills. Teachers must read the textbook text in depth, understand the content and emotions of the text, comprehend the connotation and characteristics of the text, and have their own in-depth thinking and understanding of the text. Only then can they be able to guide students to learn the text and learn the Chinese language with ease in the teaching process. Therefore, text interpretation is a basic teaching skill that Chinese teachers must develop well.
When preparing for teaching, teachers should be as comprehensive, in-depth and detailed as possible in their interpretation of teaching texts. We first learn to "read naked" the text, that is, without understanding the background information of the text in advance, without using any reference books, returning to the nature of text reading, perceiving the text based on our own reading experience, and understanding the meaning of the text, which is the original text. Read the text authentically, understand the text comprehensively, perceive the text from multiple angles, and truly realize the communication between readers and authors, readers and texts. On this basis, we can look at teachers' teaching books or other reference books, check relevant literature such as the author of the text and writing background, compare other people's interpretation of the text with our own interpretation of the text, and conduct in-depth thinking and analysis , and then continuously improve their comprehensive interpretation and in-depth understanding of the text. Only in this way can teachers form a comprehensive and in-depth interpretation of teaching texts, rationally design teaching activities and teaching tasks during lesson preparation, and lay a solid foundation for effective reading teaching in the classroom.
During the teaching process, teachers need to appropriately interpret the text based on teaching needs and academic status. The ultimate goal of text-based classroom teaching is to teach students to learn to read, cultivate students' reading ability, and improve students' Chinese literacy. Therefore, there should be a big difference between teachers' text interpretation in the pre-class teaching preparation stage and text interpretation during classroom teaching. The teacher's text interpretation in the pre-class teaching preparation stage can be said to be as comprehensive as possible, as in-depth as possible, and as unique as possible. In other words, the teacher's text interpretation must reach the level of "research". However, the depth and breadth of the teacher's interpretation of the text, as well as the large number of references, do not necessarily have to be brought to the classroom and presented to the students when teaching. This requires determining the teaching value of the text based on the spirit of the curriculum standards, teaching material requirements, academic status, etc. What students can understand by themselves, what students cannot understand, what students need to understand, and what students must learn... This requires determining the "degree" of text interpretation based on the needs of teaching. Text interpretation in classroom teaching does not need to blindly pursue the depth and breadth of interpretation, nor does it need to be new and original to show off and show off the teacher's talent. Instead, it requires teachers to lead students to go deep into the text, read the text carefully, and understand it through chewing the language. The connotation of the text is to perceive the subtleties of the text through tasting the language. Through communication, dialogue and inspiration, students can truly understand, experience, think, feel, have insights and express the text. Therefore, text interpretation during classroom teaching is the reading experience and reading feelings of teachers and students during the teaching process in the classroom. It cannot be as comprehensive and profound as the teacher’s independent interpretation before class, or it can be original and unconventional. It needs to fit the actual situation of the students. and teaching reality, and carry out a "moderate" interpretation.
The "appropriate" interpretation of teaching texts is reflected in teaching. It is not the teacher's forced indoctrination, nor the teacher's showing off skills, nor the teacher's self-interpretation ability, but the fact that it is in line with the students' actual learning. On the basis of teaching, leading students to read the text, taste the language, and appreciate the meaning of the text is the students’ interpretation inspired by the teacher. It is the text interpretation required for teaching. It is an organic dialogue between teachers, students, texts, authors, and editors. , is a text interpretation that infiltrates students' emotions and develops their reading ability. In other words, under the guidance of teachers, through reading, analyzing, discussing, and thinking, most students can finally reach the level of understanding the text, which is the "appropriate" text interpretation.
? Let’s watch a clip of the famous special teacher You Lizeng teaching a lesson on "Farewell Cambridge":
? Teacher: Do you have any questions about poetry as a whole?
? Student: Compared with other farewell poems, what is special about this poem?
? ...
? Health: Generally, farewell poems are about people, but this poem is about "clouds in the western sky". The object of farewell is transferred from the human world to the sky, jumping out of the world. It breaks the clichés of greetings and exhortations and gives people a fresh and elegant feeling.
Teacher: How did your group come to this conclusion? What verses are compared with?
? Born: Wang Bo "Sends Off Du Shaofu to Shuzhou", Wang Changling "Sends Off Xin Jian at Furong Tower", Li Bai "Sends Off to Wang Lun".
?......
? Teacher: Who are these poems meant to send off to?
? Born: Du Shaofu, Xin Jian, Wang Lun.
? Teacher: (Written on the blackboard "The object is special") Compared with "Farewell Cambridge Again", the objects of farewell in these poems are all people.
Which other group is speaking?
"Don't cry across the river", and Wang Wei's "Send the Yuan Dynasty to Anxi" has "The morning rain in Weicheng is light and the dust is bright, the guest houses are green and the willows are new. I urge you to have a glass of wine, and there will be no old friends when you leave Yangguan in the west." The most common feature of these farewell poems is their strong sadness.
? Teacher: How is the emotional tone different from that of "Farewell Cambridge"?
Health: "Sentiment has hurt parting since ancient times." Since ancient times, parting has always been accompanied by a heavy sadness, but "Farewell to Cambridge" only paints the scene and does not copy the sound, with "gently" "Quietly" and "silence" create a silent and silent environment, eliminating the heaviness caused by sadness in parting and adding an element of elegance.
? Teacher: (Written on the blackboard “The atmosphere is relaxed”) That’s very good. Which other group is speaking?
? Health: The chosen image is different from ordinary farewell poems.
? Teacher: What images are generally used in farewell poems?
? Health: The place of farewell is often Nanpu, Changting, or Short Pavilion; the scenery during farewell is willows and sunset; the farewell season is mostly in autumn, as if the ancients did not go out during other seasons.
? Teacher: You can also go out in other seasons, otherwise how can you say "breaking willows"? Imagine if you were to travel far away and face your parents, relatives and friends, what would you see in your eyes? Combined with your own experience, put yourself in Xu Zhimo’s shoes.
? Student: According to the general situation, when the poet bids farewell to Cambridge, when there are people seeing him off, the poet will also see high-rise buildings and busy traffic in his eyes, and he will also hear the roar of machinery in his ears. But all of this, the poet did not capture the camera. The objects written in the poem to express his feelings are "clouds", "golden willows", "soft waves", "green water plants", "green grass", "stars" and other natural objects. These objects give How do we feel? It's as if the author is a god who doesn't eat the fireworks of the world, creating a refreshing feeling.
Teacher: (Written on the blackboard “Novel imagery”) Very good. Finally, ask the students to talk about your experience and gains after learning this poem. ? ①
? …
? Teacher You led the students to compare "Farewell Cambridge Again" with other poems as a whole, and concluded that this poem has a special object and a relaxed atmosphere , novel imagery and other characteristics. On the surface, it seems that it is just a conclusion reached by students' discussion, but this interpretation of the overall characteristics of the poem is the result of Teacher You's step-by-step guidance and students' thinking, discussion, and analysis.
? This form of poetry appreciation is first based on the teacher's in-depth interpretation and mastering a large number of reference materials. Comparing "Farewell to Cambridge" with other poems, although the other poems were pointed out by students, if the teacher does not have a rich accumulation of these poems, how can he judge the results of the students' comparison? Secondly, it is to organically guide students through continuous questioning. During the comparison process, Teacher You seemingly asked casually, such as: "Who are the farewell objects of these poems?" "How is the emotional tone different from that of "Farewell to Cambridge Again"? "What images are generally used in farewell poems?" Etc., are actually to guide students' thinking at critical moments, and also to help students understand the differences between this poem and general farewell poems in terms of farewell objects, emotional tone, and selection of images. Third, summarize the content of students’ speeches in a timely manner. Through discussions, students talked about their interpretations of the overall characteristics of the poem. Teacher You was good at summarizing in a timely manner through writing on the blackboard, and then turned from one question to another, guiding students to make comparisons from multiple angles. Fourth, better grasp the "degree" of interpretation. There have always been many interpretations of the imagery, artistic conception, emotions, and themes of "Farewell to Cambridge". However, Teacher You built the classroom according to the concept of "core learning". The teacher only guided students to explore, communicate, generate questions, and solve problems. I did not tell the students my interpretation of the text, everything was the result of the students' inquiry. In this kind of class, Teacher You has a good grasp of the "degree" of text interpretation, completely focusing on academic sentiment, allowing students to maximize their interpretation of the text.
? Let’s look at a clip of Teacher Tian Ling teaching “Back View”:
? Teacher: Eight years later, Zhu Ziqing also became a father. Writing this article, I relive the scene of my father's farewell. Do you fully understand your father?
? Student 22: I think he understood, that’s why he said he was “so smart back then”!
Teacher: That makes sense. Can you talk about the "smartness" here?
? Student 22: This is irony. In fact, it means that I was stupid and did not understand my father’s meticulous love at that time. Only now do I understand.
Teacher: So as the saying goes, "Only when you raise children will you know the kindness of your parents." This is the truth.
? Student 23: I really understand. The last sentence of the article is the best proof.
Teacher: Read it.
? Student: "Alas! I don't know when I can see him again!"
? Teacher: Everyone read together.
? (All read together)
? Teacher: Two exclamation marks, what emotions did you read?
? Student 24: Full of the author’s desire to see his father. Urgent desire.
Teacher: The word "full" is full of affection.
? Student 25: I also read his inner guilt and worry about his father from "Alas!"
Teacher: Your appreciation skills are amazing, and you know how to grasp the words to taste. Then please think about it, students. Earlier we said that his father wrote a letter to ask for reconciliation. So what did Zhu Ziqing do when he wrote this "Back View"? Is it for publication that we should learn today?
? Student 26: I think Zhu Ziqing wanted his father to read "Back View" written by him and know that he had understood his father and was willing to settle the differences with his father.
? Teacher: What a “clearing of the past”! The teacher didn’t even think of this word! It shows how rich everyone’s vocabulary reserve is. This is how Chinese language learning is, continuous accumulation and application of what you have learned. In fact, this article does serve its purpose.
Screen display:
? Zhu Ziqing’s father read this article in 1928. According to Zhu Ziqing's younger brother, Zhu Guohua, when his father read "Back" word for word, his hands couldn't help trembling, and his hazy eyes seemed to suddenly radiate light. Father and son reconciled!
Teacher: Reading "Back View" again today, we discovered that although there is deep affection between father and son, there is no tacit understanding. Although they want to express their feelings, they are not good at expressing them or are ashamed to express them. Therefore, Zhu Ziqing borrowed "Back View" to communicate with his father. reconciliation. No one is perfect. Maybe our parents have many shortcomings and there are many things that make us dissatisfied; maybe our parents have disappointed us and made us troubled; maybe you feel that there are many conflicts between you and your parents, or even irreconcilable... But Please believe: they love you. Love without separation is a universal rule. Love can resolve misunderstandings and conflicts between relatives. (Written on the blackboard: Reconciliation) ②
? A few years ago, there was a debate between Professor Li Huaping and Teacher Han Jun in the Chinese teaching community about the teaching of "Back View". Han Jun believes that everyone has lightly read and misunderstood "Back View", and his interpretation is the correct interpretation; Professor Li Huaping criticized Han Jun's "Back View" teaching as "a Chinese class lost in the subject jungle." In fact, the fundamental focus of the debate between the two sides still lies in the issue of text interpretation in the classroom. When Teacher Tian Ling taught this class, it was just after the "Controversy between Han and Li". She led the students in the class to interpret "Back View". She did not follow the traditional simple interpretation, nor did she follow the so-called "correct interpretation". "Interpretation", but in the dialogue and exchange, always lead the students to closely follow the text, grasp the key sentences, and interpret the father-son relationship between the lines: the incomprehension of father's love at that time, his own "smartness", and later The guilt in my heart, the worry about my father, finally writing "Back" to express my feelings, my father's behavior after reading the article, etc., that is, the misunderstandings and conflicts between Zhu Ziqing and his son, the lack of tacit understanding of affection, and the inability to express it in person, etc. , this kind of love between father and son is not simple, but it is also difficult to understand the theme and emotion of other profound aspects of the article. Teacher Tian interprets it by leading students, reading the text carefully, chewing the language, and savoring the emotion. This kind of text interpretation carried out by teachers and students through dialogue and communication during the classroom teaching process is a natural conclusion of students' reading understanding and an inevitable result of the trend of Chinese teaching. It is neither a superficial and simple interpretation nor a pretentious and arrogant way of deviating from the text. profound interpretation. This kind of teaching interpretation is based on the students' academic status, the needs of curriculum standards, the teaching requirements of textbooks and the value of text teaching, and the text interpretation generated by teachers and students in the classroom.
? Usually, for academic interpretation of text or literary criticism, readers can freely express themselves from an academic standpoint or a critical standpoint, form their own opinions, and justify themselves without considering things other than the text. There is no need to be restricted by anyone, and there is no need for others to understand or agree. If the words of a family are well-founded, a hundred flowers can bloom. However, although text interpretation in Chinese teaching can also include academic interpretation, it is classroom teaching after all, teaching students to learn to read. It must not only follow the teaching requirements of the curriculum standards, but also teach according to the characteristics of the textbook arrangement. , and also take into account the age characteristics, knowledge base, understanding ability, cognitive level, reading literacy, acceptance level and other factors of the students who are being taught, closely follow the text, read carefully, understand and comprehend, and then generate insights into the text in the classroom The interpretation, and the conclusion of the interpretation is not important. The most important thing is that students learn to read and learn the process of interpretation, learn the methods of interpretation, and develop good reading habits. This is the essence of text interpretation in Chinese teaching.
Notes
① Editor-in-chief Gu Zhichuan: "Chinese Classes of Famous Teachers" (High School Volume), Shandong Education Press, 2019 edition, pp. 461-462.
? ②] Tian Ling: "Smart Chinese Open Class", Beijing Yanshan Publishing House, 2020 edition, pp. 143-144.
(Selected from "60 Lectures on Detailed Teaching of Chinese Language" by Cao Gongqi, Wang Cheng et al., Shandong Education Press, April 2022)