When discussing the teaching of ancient literary works, Chinese Curriculum Standards takes "ancient poetry" as the concept, which shows that poetry is the focus of ancient literary works. At the same time, we should also pay attention to the ancient literary works selected from middle school Chinese textbooks, including ancient poems, essays, novels and plays. From the content point of view, "prose" includes various schools of prose, historical prose and literary prose with narrative lyricism as the mainstay. Dr. Gu Zhichuan believes that most of the "ancient prose" in middle school Chinese textbooks are literary works. Even practical writing such as ancient letters can actually be regarded as literary works "(Modern Chinese, July 2004).
Ancient poetry is an important part of Chinese teaching in middle schools. As far as the middle school Chinese textbooks published by People's Education Press are concerned, 1 ancient poems and 5 ancient poems are selected from the Chinese textbooks (grade 7). Prose lesson 5, 17 (paragraph); In addition, 10 "Extracurricular Recitation of Ancient Poetry" is attached. It can be inferred that ancient poetry accounts for about one-sixth of junior high school Chinese textbooks. Let's look at Chinese, a compulsory course in senior high school. The first volume includes two units of classical Chinese, four historical essays (paragraphs) and four hundred schools of thought essays (paragraphs). The second volume, two units of classical Chinese, selects prose 12 (paragraphs) of pre-Qin, Han, Wei, Jin, Southern and Northern Dynasties; The third volume selected two units of classical Chinese, 8 essays (paragraphs) and 25 ancient poems. The fourth volume is a unit of classical Chinese, a unit of classical Chinese novels, 2 selected essays, 2 classical Chinese novels and 2 vernacular novels; In addition, two ancient dramas (excerpts) were selected. The fifth volume consists of one unit of ancient poetry, eight poems, one unit of hundred schools of thought's prose (a special topic of Mencius) and five articles (paragraphs) in classical Chinese. The sixth volume is a unit of the classic novel A Dream of Red Mansions, and 4 episodes of classical Chinese novels are selected. Classical Chinese 1 unit (special topic of historical records), 4 articles in classical Chinese (paragraphs). There are 3 units of ancient poetry in senior high school, 8.5 units of ancient prose, 2 units of classical novels and 0.5 units of classical drama, totaling 14, 64 lessons, and 34 units of senior high school Chinese 136 lessons. It can be seen that ancient poetry in high school accounts for about two fifths.
As far as Chinese teaching in middle schools is concerned, ancient poetry teaching should pay special attention to the following two issues: one is the goal of ancient poetry teaching, and the other is the method of ancient poetry teaching.
First, the teaching goal of ancient poetry: the integration of language, literature and culture.
(1) On the whole, the teaching goal of ancient poetry is decomposed from three dimensions: language, literature and culture.
Why should students learn ancient poetry? What is the goal of ancient poetry teaching? This is the problem that we must first understand. Therefore, it is necessary to seriously study and study some important documents, such as Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as Chinese Standard for Compulsory Education), Chinese Curriculum Standard for Ordinary High Schools (hereinafter referred to as Chinese Standard for Senior High Schools) and National Unified Examination Syllabus for Enrollment of Ordinary Colleges and Universities (hereinafter referred to as Chinese Syllabus for College Entrance Examination), and analyze and sort out these documents. Through combing and summarizing, we find that, on the whole, the goal of ancient poetry teaching in middle schools is the organic unity of language (specifically, "classical Chinese" or "ancient Chinese"), literature and culture.
Specifically, the teaching objectives of ancient poetry should include the following four aspects:
1. Recite and accumulate.
The new Chinese curriculum standard attaches great importance to "accumulation", which not only embodies the characteristics and traditions of Chinese teaching, but also conforms to the reality of current Chinese teaching. "Reciting a certain number of ancient poems" is one of the basic requirements of Chinese curriculum standards. "Reciting" is to "accumulate", accumulate language, accumulate ideas and accumulate culture; At the same time, recitation is also for use and creative use.
According to the "stage goal" of compulsory education curriculum standard, in the first stage (1 ~ 2 grade), 50 excellent poems (paragraphs) were recited, in the second stage (3 ~ 4 grade), and in the third stage (5 ~ 6 grade), 60 excellent poems (paragraphs) were recited.
"Chinese Curriculum Standard for Senior High School" clearly puts forward the clear requirement of "reading ancient poems and classical Chinese and reciting a certain number of famous articles". In the "course objectives" and "teaching suggestions", it is also put forward that "students are required to read a certain number of excellent ancient Chinese and poetry works intensively, and teachers should stimulate students' reading interest and cultivate reading habits". Appendix 1, reading content and suggestions for extracurricular books, lists some articles in pre-Qin prose, Tang and Song prose, Book of Songs, Chu ci, Tang and Song ci and vernacular poems for students to recite. Students are also required to recite Military Vehicle Shop, Difficult Road to Shu, Yu Meiren (When is the Spring Flower and Autumn Moon), On Qin, Shi Shuo, Preface to Lanting Collection, Xi Ci, Encouraging Learning, Wandering around, Shi Shuo and A Fang Gong Fu in the exercises of senior high school Chinese textbooks published by People's Education Press.
The Chinese syllabus for college entrance examination also explicitly requires "memorizing common literary knowledge and familiar famous sentences and articles".
2. Cultivate students' ability to understand ancient Chinese.
There are some connections and differences between modern Chinese and ancient Chinese. Modern Chinese is a model of modern Chinese, and classical Chinese is a model of ancient Chinese. Therefore, when we guide students to learn ancient poems, in order to let them really understand the content of the article and feel the significance of literature, we must combine the study of ancient poems to cultivate students' ability to understand ancient poems. The "general goal" of compulsory education curriculum standard stipulates that "you can read simple and memorable classical Chinese with the help of reference books"; In the "stage goal" of the fourth stage, it is stipulated that "reading simple classical Chinese can understand the basic content with the help of notes and reference books". In the Reading Evaluation of Ancient Poetry, it is clearly stipulated that "the evaluation of students' reading of ancient poetry and simple classical Chinese focuses on the process of students' memorization and whether they can understand the theme of poetry with the help of notes and reference books, rather than on their mastery of knowledge such as morphology and syntax".
The "general goal" of "Curriculum Standard for Senior High School" stipulates that "efforts should be made to improve the sensitivity to the language of ancient poetry"; The "compulsory course" stipulates that "reading simple classical Chinese can help you understand the meaning of words and phrases and the content of the article with the help of notes and reference books. Understand and sort out the meaning and usage of common classical Chinese notional words, classical Chinese function words and classical Chinese sentence patterns, and pay attention to analogy "; In the "Implementation Suggestions" and "Reading and Appreciation", it is put forward that "the teaching of classical Chinese common sense should be less but better, and the focus should be on improving students' reading ability of ancient poems"; In "evaluation suggestions" and "evaluation of reading and appreciation", it is proposed that "the evaluation of classical Chinese reading focuses on the ability to read less difficult classical Chinese"
The Chinese syllabus for college entrance examination requires "being able to read simple ancient poems". The requirements of understanding are: "to understand the meaning of content words commonly used in the text, to understand the usage of function words commonly used in classical Chinese, to understand the sentence patterns and usage different from modern Chinese, and to understand and translate sentences in the text." The requirements of analysis and synthesis are: "screen the information in the text;" Summarize the main points of the content and summarize the central meaning; Analyze and summarize the author's views and attitudes in the article. "
This shows that the teaching of ancient poetry and prose must require students to learn the basic knowledge of ancient Chinese, understand and sort out the meaning and usage of common classical Chinese notional words, classical Chinese function words and classical Chinese sentence patterns; Can read simple (not too difficult) classical Chinese with the help of notes and reference books, and can accurately understand the meaning of words and phrases in combination with specific language environment, and read the content of the article. In order to facilitate students to learn these "ancient Chinese common sense", high school Chinese textbooks are also accompanied by relevant "knowledge essays".
3. Cultivate students' ability to read and appreciate ancient literary works.
The "classical Chinese" selected in middle school Chinese textbooks is not an "article" in the general sense, but a literary masterpiece that has been passed down through the ages, and most of them are "essays" with sincere feelings and beautiful writing. An important purpose for us to let students read these ancient literary works is to improve their literary appreciation ability.
The fourth stage (grade 7-9) of Chinese Curriculum Standard for Compulsory Education requires "reading ancient poems, consciously improving the taste and aesthetic taste through accumulation, perception and application" and "understanding the important knowledge and cultural common sense of the writers' works involved in the text".
Relatively speaking, the Chinese curriculum standard in senior high school requires higher appreciation and evaluation of ancient poetry, emphasizing "guiding students to know others and explore the world when reading literary works, and understanding the writer's experience, background, creative motivation and social influence related to the works by consulting relevant materials, so as to deepen their understanding of the works".
In terms of "literary common sense and famous sentences", the Chinese syllabus for the college entrance examination requires "to remember the times and representative works of important writers in China, the times and representative works of important foreign writers, and the common sense of literary genre". The requirements of "reading ancient poems" and "appreciating and evaluating" are: "appreciating the image, language and expression skills of literary works, and evaluating the ideological content of the article and the author's views and attitudes."
(2) The teaching objectives of ancient poetry in different stages have different emphases.
On the whole, the goal of ancient poetry teaching is the integration of language, literature and culture. As far as the teaching of a poem, a text or a "special topic" is concerned, its teaching objectives must also include these three aspects. However, we should also see that as far as learning a poem, a text or a "special topic" is concerned, its specific objectives will vary with the characteristics of the poem, the structure of the teaching material and the students' foundation. In teaching, we should pay special attention to the teaching objectives of different classes, and form a gradual "sequence" as a whole.
1. The focus of ancient poetry teaching in primary schools lies in reading and reciting, and at the same time, we should pay attention to guiding students to understand the language of ancient poetry, otherwise students may not be able to appreciate the artistic conception and mystery of ancient poetry after reading it all their lives. Give two examples to illustrate. Chai Lu by Wang Wei: "There seems to be no one on the empty mountain, but I think I heard a voice. Return to the scenery like the depths of the forest and look back at me from the moss. " Here, at least let students understand that "Dan" means "only", "sound" means "echo" and "scene" means "shadow". Pay special attention to the meaning of "sound", which may be interpreted as "sound" In essence, in ancient Chinese, "ring" means "echo" in most cases. Otherwise, students can't accurately understand the artistic conception and charm of poetry, and even if they can recite it, they can't really accept the influence of art. Du Mu's "Mountain Walking": "There are people in the depths of white clouds, and the stone paths are far from cold. Stop and sit in the maple forest late, and the frost leaves are red in February. " This is a masterpiece handed down from ancient times. Mao Dun once turned it into the title of the novel "Frosty leaves are as red as February flowers". However, some people misunderstood the meaning of the sentence "stop and sit in the maple forest at night", thinking that Du Mu stopped his car and "sat" on the rugged rock beside the path to enjoy the scenery of the maple forest in late autumn. Some people even illustrated this poem, with white clouds as the foreground, maple as the main body, a winding slate path slanting through the picture, while the poet Du Mu "sat" on the stone beside the path. Obviously, this is misleading to students and may even delay their lives. Because this "sitting" means "because". Tu Mu stopped his car because of the beauty of LAM Raymond, and he forgot the scenery.
2. In junior high school, the main task is to guide students to master the basic methods of reading ancient poetry and classical Chinese. Reading ancient poetry should pay attention to guiding students to appreciate the artistic conception and feelings of poetry and accumulate experience for creative reading. For example, by guiding students to read ancient poems, students can understand the basic images and expressions of China's ancient poems, and understand the main forms and basic structures of China's classical poems; By guiding students to read the poems of Li Bai and Du Fu, students can understand the difference between realism and romanticism. This will enable students to accumulate some reading experience, master the basic methods of literary appreciation, and lay the foundation for extensive reading and in-depth inquiry reading.
Reading classical Chinese should pay attention to guiding students to understand the basic characteristics of classical Chinese, the characteristics of Chinese characters, accumulating a certain number of notional words in classical Chinese, and understanding the main usage of the most basic function words in classical Chinese. In particular, we should pay attention to guiding students to figure out the meanings of important words and sentences in the article according to the context, understand the content of the article according to the "text" structure, and feel the author's emotional attitude.
3. High school should focus on literature and culture. On the one hand, we should pay attention to cultivating and improving students' literary appreciation ability, especially to guide students to carry out creative and personalized reading. On the other hand, it is necessary to cultivate students' ability to discuss and evaluate cultural works. The foreword of The Classical Chinese Reader points out: "From the specific historical conditions of our country, classical Chinese teaching, as an important part of Chinese education, is also indispensable. The main purpose of classical Chinese teaching in senior high school is to cultivate students' ability to read classical Chinese and lay a good foundation for their further study and critical inheritance of ancient cultural heritage. Improving the quality of classical Chinese teaching is the need to comprehensively cultivate students' Chinese ability and improve the quality of national culture, and it is also the need to carry out patriotic education and strengthen spiritual civilization construction. "
Still taking "Out of the Mountain" as an example, if we study this poem in senior high school, we should guide students to understand the quiet and deep natural realm composed of "cold mountains", "stone paths" and "white clouds" described in the poem, and contact Du Mu's life experience to feel his yearning for this kind of natural tranquility, because the hardships of the times and the twists and turns of his official career have turned his pain of losing his "ideal" into idleness in the depths of nature. This naturally reminds people of Li Bai's "Looking at Jingting Mountain from afar": "The birds are high, and the lonely clouds are alone. Seeing each other tirelessly, I only respect Tingshan. " It will also be reminiscent of the sentence in Wu Jun's Book with Zhu: "Those who govern the world will not return to the valley, and those who fly in the sky will look forward to the peak." Even, we can think of an attitude towards life from this: when you are frustrated or failed, or even suffered various blows, you might as well change your attitude and seek purity and satisfaction in "nature". This is not avoidance, not retreat, but the choice of the wise.
Another example is "See": "The shepherd boy rides an ox and sings Lin Yue. Suddenly closed his mouth and wanted to catch cicadas. " This poem depicts the "details" of a life from the descriptive level, and writes the innocence, frankness and elegance of the "shepherd boy". This is a true and beautiful description of life, which contains the poet's love for the countryside and the shepherd boy, and also causes the author and readers to remember their childhood and love the carefree and free life. This is a moderate "association" based on the content of poetry itself, and it is also a necessary "taste" for appreciating poetry. However, this is not enough, we can also "expand" it. We can associate cicadas with life. The sound of cicada singing is beautiful, natural and pure. This is the power of nature, and the beauty of life attracts "children" and poets.
The purpose of studying ancient cultural monographs in senior high school is to correctly understand and recognize the excellent works of China traditional culture, draw lessons from the essence of traditional culture reasonably, improve students' cultural taste and humanistic accomplishment, and cultivate students' discriminating ability and critical spirit. When guiding students to read the essays of pre-Qin philosophers such as The Analects of Confucius, Mencius, Zhuangzi and Han Feizi, and historical essays such as Zuo Zhuan, Shi Ji and Zi Tong Zhi Jian, we should not only guide students to understand their literary value, but also guide them to examine the cultural thoughts and spirit contained in them with historical materialism and modern concepts.
Li Bai and Du Fu's representative works are concentrated in the fifth volume of Chinese in senior high school. In teaching, we should not only guide students to compare the differences between Du Li's poems as romanticism and realism in expression techniques and artistic styles, but also guide students to understand and compare Li Bai's optimistic and open-minded attitude towards life, his bold and open-minded personality spirit, Du Fu's patriotic feelings of worrying about the world and harming the world, and his personality spirit of "helping the world if you are poor", so that students can establish lofty ideals and noble sentiments in life.
Historical Records, as a special topic, was arranged in the sixth volume of Chinese in senior high school, accompanied by Han's articles Sima Qian and Historical Records. In teaching, we should combine the selected articles such as Historical Records of Bao Ren and An Shu, Biographies of Lian Po and Lin Xiangru, Biographies of Qu Yuan, Xinlingjun Stealing Symbols to Save Zhao and China Readers into a "special topic" to guide students to carry out "research study". The important work includes three aspects: first, guide students to sort out the important language knowledge involved in the article from the perspective of "ancient Chinese" and combine the exercises in the textbook from the aspects of common content words, common function words, special sentence patterns and rhetorical devices. The second is to guide students to sort out the relevant literary common sense (such as Sima Qian's life experience and main works, the genre and classification of Historical Records, etc.). From the perspective of "literary appreciation", guide students to analyze the main achievements of Historical Records in depicting characters and narrating plots. The third is to guide students to analyze the personality spirit contained in these works from the perspective of "traditional culture", the patriotic feelings of worrying about the country and the people, honesty and trustworthiness, and the gentleman demeanor of corporal. The realization of these goals is combined with reciting famous sentences and important paragraphs in Historical Records, which lays the foundation for the formation and lifelong development of students' sound personality. At the same time, students can also write short essays in the form of reading notes and short literary comments to encourage students to study the text in depth.
Taking Zhuangzi Qiaoyou as an example, we should not only guide students to feel and understand the contents contained in the article through the understanding of language, but also guide students to explore the philosophical thought of "letting nature take its course" contained in it, and guide students to evaluate the life attitude and ideals hidden behind the "way of keeping in good health" expressed in the article.