The textbooks we are using now are compiled with the selected books as the framework and units as the structure. The basic knowledge of "Chinese" and "literature" is scattered in the text, forming a huge knowledge network. The teaching content of each class is only a part of the whole teaching series, or an eye in the knowledge network, and it is by no means an isolated existence. When we only pay attention to the decomposition and analysis of an article in teaching practice, it is easy to form a mindset of "seeing the trees but not the forest". Not only is the teacher's own cultural vision and academic research limited, but more importantly, students can only grasp the article as a whole in Chinese learning, but they can't accumulate due cultural details, and of course they can't establish an appropriate Chinese knowledge framework. Only by focusing on the macro and series can we have a deeper understanding; At the same time, only by extending and radiating from this link to relevant knowledge can we have a clear grasp of the whole. Therefore, it is particularly important and feasible to establish the coordinate axis of knowledge and learn to build your own knowledge system.
How to help students form a good cognitive structure? How to string together every point you have learned and buckle every link? I have made some attempts and explorations in my daily teaching composition, taking the teaching of theme reading as an example. When I teach reading, I consciously summarize and expand some texts with the same or similar themes in the textbook, and guide students to analyze and summarize the themes of these texts in depth. This is not only students' integration and deepening of the text, but also students' in-depth thinking on a certain theme. At the same time, the construction of knowledge system related to this topic is helpful to reconcile the contradiction between knowledge imparting and ability training. "Chinese class is not taught from scratch, but on the basis that students have mastered a certain language ability, they constantly develop their language ability." The following is a specific case to illustrate.
Case 1: A Study on the Theme of "China's Personality"
There are some articles in the second grade of the new Shanghai experimental textbook: Biography of Lian Po and Lin Xiangru (Sima Qian), Ten Thoughts on Emperor Taizong (Wei Zhi), Chen Qingbiao (Shi Mi), Diligence and Self-cultivation (Sima Guang), Self-discipline (Zhuge Liang), New Order II (Liu Xiang) and Shi Shuo Xin Yu (Liu Yiqing).
The first stage: teachers and students read the text together. Complete the study of the text and master the basic knowledge.
The second stage: combing and integrating these texts and conducting special research.
In this book, we learned a series of articles about the traditional morality of the Chinese nation. Broadly speaking, the tasks of these articles all have the same identity-scholars. Scholars are a unique class in China society. In China's political arena, most of them are supporting roles, but in China's cultural arena, they are the protagonists, so people later collectively refer to soldiers as intellectuals. It is precisely because they embody the outlook on life, values and aesthetics of the Chinese nation that we will have a general understanding of the typical personality of the Chinese nation by interpreting them. Please analyze the spirit of the characters in each article and the value of this spirit.
The third stage: students try to write articles, make slides, give lectures and communicate in class. The main achievements of student research are the historical evolution of scholar class (Zhang), the typical characteristics of scholar personality (Wang) and the experience of scholar personality in modern society (Sun Haojiong). These articles sort out the composition and historical evolution of the scholar class, and introduce the composition of the scholar class from the Shang Dynasty to the Spring and Autumn Warring States Period to the Han Dynasty to the Three Kingdoms and then to the Wei and Jin Dynasties. Combined with the text, the typical characteristics of the scholar's personality are loyalty to the DPRK, filial piety to his father, trust in friends, contentment with poverty and happiness, and returning to the mountains to hide in the city. It also talks about the value and embarrassment of literati personality in modern society, which reflects the perspective of social observation and the anxiety about culture.
For high school students, we can't ask them to quote extensively and elaborate deeply, but we can guide them to become calm. Through the development and research of this series of articles, we can have a systematic grasp of the understanding of scholars' personality. In fact, their performance surprised me.
Case 2: Study on the theme of "Understanding Literati's Landscape Consciousness"
The theme of Unit 6 of the first volume of the new Shanghai textbook, Senior One, is "Scholars Talk about Water", among which there are articles such as Autumn Water, Three Gorges on the River, Qian Chibi Fu, A Book with Zhu Yishu, Preface to Yuxi Poetry and Scholars Talk about Water. The theme of Unit 6 of Book 1 of Senior Two is Yushan, which is the work of philosophers from all walks of life, including You Baochan, You Shi Zhongshan, Travel Notes on the First Banquet in Western Hills, You Yandang and You Huangshan.
The first stage: teachers and students read the text together. Complete the study of the text and master the basic knowledge.
The second stage: combing and integrating these texts and conducting special research.
In middle school, we learned many poems about mountains and rivers. The ancients said: "Articles are mountains and rivers on the table, and mountains and rivers are articles on the ground". Literati pinned their feelings on mountains and rivers, which became the life green of ancient literati. Understanding the literati's landscape complex will become a breakthrough for us to read landscape poems.
Distribute poems about scenery in middle school textbooks, and ask students to classify these poems according to the emotions conveyed by the authors, and summarize the ways to feel the emotions and beauty in the works. The purpose of this paper is to let students know the unique feelings of ancient literati about mountains and rivers, their life feelings and the pursuit of literati's personality, and try to arouse students' more and deeper thinking about literati and mountains and rivers. At the same time, make knowledge more systematic, guide students to learn the reading methods of landscape poems, and cultivate their initial appreciation ability)
The third stage: exchange and summarize through the special research class.
The emotions expressed by ancient literati in landscape poems mainly include: loving and praising landscapes; Sadness and loneliness; Soothing and broad-minded; Complacency and satisfaction.
The methods to interpret the author's feelings include: knowing people and discussing the world, scenery characteristics, combining literati's personality, literati's experience and aesthetic taste.
Methods of primary appreciation of poetry: What are the common expressive techniques, common images and artistic conception of poetry?
Shanghai Chinese Curriculum Standard for Primary and Secondary Schools points out in the curriculum goal that by the end of the twelfth grade (senior three), students can appreciate literary works, feel and experience the theme, social significance and expression of works, and evaluate the ideological and artistic quality of works in combination with their own life accumulation and knowledge accumulation. There is a big question in the college entrance examination paper about the appreciation of ancient poetry. So how to cultivate students' appreciation ability? How to implement so many knowledge points such as expression skills, image, artistic conception and appreciation angle? How to combine them organically into abilities? I think it is feasible to form a framework of scattered knowledge points and a preliminary understanding of appreciation through the above induction and integration exercises. Most importantly, this method can give students a direction to sort out, get rid of the sea of questions, trace back to the source and improve learning efficiency.
Case 3: Study on the theme of "Understanding Literati's Life Consciousness"
There is such a group of articles in the second unit of senior three, which is a test of Shanghai's new textbook: Shangci (Tao Yuanming), Preface to Lanting Collection (Wang Xizhi), Ode to Autumn Sound (Ouyang Xiu), Zeng, Gong Xihua (The Analects of Confucius), Shan Hai Jing and Pei Xiucai Di (Wang Wei).
The first stage: teachers and students read the text together. Complete the study of the text and master the basic knowledge.
The second stage: combing and integrating these texts and conducting special research.
In this series of articles, there is a kind of conscious or unconscious thinking about the value of life. Tao Yuanming said in "Return to Xi Ci", "When everything is fine, I feel that my life is over." Wang Xizhi said with emotion in Preface to the Lanting Pavilion: "If you meet his pleasure, you will get it temporarily, and soon you will be self-sufficient. I don't know that his old age is coming. What he is tired of is that his feelings are advancing with the times and his feelings are sentimental. I am happy about this. It has become a thing of the past between pitches, so I still have to be happy about it. " Ouyang Xiu lamented in Ode to Autumn Sound that "man is an animal, but he is the spirit of things. Worry is the heart, and everything is shaped. If you move in the middle, you must shake its essence. And the situation is beyond its power, worrying about its wisdom; Those who are suitable for the world are trees, and those who are black are stars. Why do you want to compete with vegetation with non-stone quality? " Confucius lamented "I and Point" in Zuo Shi. There are also Wang Wei's "Scream in the Mountain" and Pei Xiucai's "Dishu". "However, there is a deep meaning in it, so don't neglect it!" Wait a minute. The anxiety of crying about life penetrates the back of the paper, and the lament about the impermanence of life directly hits people's hearts, and the pursuit of the soul's destination is always the same. As Wang Xizhi said, "Every time we look at the reason why the ancients are interested, if we are in harmony, we will be sad and can't solve it." Please think about the thinking about the noumenon of life and the pursuit of the ultimate meaning of life behind this anxiety, openness, negativity or free and easy.
The third stage: Reread the text with the research results. Write down the results of thinking in the form of essays: sigh for the love behind, persistent pursuit of life, short life, negative appearance, inner persistence, living, how to live. These words, after several revisions and tempering, finally came out with dignity. In the construction of such a knowledge system, students' cultural details are accumulated bit by bit.
In fact, the above three cases can be summed up in a big theme, that is, the China series of literati studies. When students integrate and sort out these articles, they will have a more comprehensive and in-depth understanding of China literati and thinking about the roots of China culture. Their knowledge system of China scholars' research was initially formed. These three thematic teaching cases have given me great teaching enlightenment, and I think the following aspects are worth considering:
First, the construction of knowledge system helps students to systematically integrate and internalize what they have learned and what they have produced. It can broaden your horizons and improve your learning efficiency. To obtain information in a broader reading world, we can find out where this knowledge point is in a larger coordinate, horizontally and vertically. This is very helpful to understand and master this knowledge point. Of course, for high school students, we can't ask them to be professional in research. After all, their abilities are graded and their cultivation is graded. Just because there are levels, give them some slopes appropriately and guide them to arrive. Isn't the ability gradually cultivated?
Secondly, the construction of knowledge system is helpful to the development of curriculum resources. Classroom teaching is not a round and complete structure, and learning the text does not mean the end of knowledge learning. Teachers should have a strong sense of curriculum resources. After a literature class, when students haven't made up their minds, it's time to dig deep. Teachers recommend relevant extracurricular reading materials to them in a targeted and planned way, so that reading can be extended to extracurricular and after class, so as to maximize the development of curriculum resources, promote the combination of learning and application in and out of class, mobilize students' enthusiasm for learning and using Chinese, and constantly expand their horizons of Chinese learning. Teachers are also changing "teaching textbooks" to "teaching with textbooks".
Thirdly, the construction of knowledge system is helpful to deepen the interpretation of the text. By integrating the learned texts, students gain a greater overall perception, and he will use this perception to re-examine the deeply read texts. Therefore, to build a knowledge system, we should expand and surpass the text on the basis of learning the original text, and also give feedback to the text. Interpretation of the text itself is the starting point of building a knowledge system, and it is extremely important to "concentrate on the text". Only on the basis of real appreciation and dialogue can we surpass the text. Based on the text is the foundation, but not the ultimate goal.
Fourthly, to guide students to build a knowledge system, teachers should first strengthen their own cultural background, and the interpretation, induction and integration of the text depend on teachers' profound cultural foundation. As a guide of learning, teachers should have a sense of language and culture accumulation, a comprehensive development vision, a broad cultural vision and academic research ability in Chinese teaching. Lifelong learning is more important to teachers. As young teachers, we still have many peaks to climb!