First, the winding path leads to a secluded place.
There are many works (especially poems) in China's classical literature with implicit and euphemistic styles and secret themes. When teaching this kind of texts, intertextuality reading will show its unique advantages and reflect the moral and deep interest of the works as long as it is placed in the relevant text groups. When the famous special-grade teacher taught Night Sleeping near Fengqiao, after the students felt the poet's faint and long melancholy, Mr. Wang did not stop there, but introduced the word "sleepy" in China's ancient poems in due course. The students found that the poet's sadness and sleep were related to the "bright moon". Teacher Wang changed the subject. "That's the bright moon in the sky, and the feeling of worrying about sleeping can be entrusted to the bright moon, but there is no bright moon?" For young pupils, they may not really enter the poet's rich inner world, and may not be able to understand the beautiful image in the poem-the bell. Once again, Mr. Wang skillfully used intertextual interpretation to select a number of subsequent poems about "Zhong"-Lu You, a poet of the Song Dynasty, who said "Seven years ago, the guests were still sleeping at midnight in the temple". Gao Qi, a poet in the Ming Dynasty, wrote in "Bofeng Bridge", "When I recall Zhang Ji several times, the crow rings at the setting of the moon"; Wang Shizhen, a poet in Qing Dynasty, wrote "Ten-year dream of Jiangnan in the Old Testament, listening to Hanshan midnight alone"; In the context, situation and class environment created by Teacher Wang's words, this classic poem is recited in children's mouths and excited and unforgettable in children's hearts. It is this exquisite intertextuality reading that makes children really enter the inner world of Zhang Ji in the lonely and cold suburb of Suzhou, feel his long and deep melancholy, let students discover the code of cultural inheritance with intuitive and vivid vision, let the classic image "Zhong" with culture and vitality take root in children's hearts, and let them truly appreciate the charm of classics and the power of literature.
Second, the verification formula has the same effect.
Grandfather's Garden is a passage in the second group of Forever Childhood in Volume 10 of People's Education Publishing House, which is excerpted from Xiao Hong's masterpiece Biography of Hulan River. The whole article shows the vitality of grandfather's garden in detail in a bright, fresh and lively style, and expresses the author's attachment to childhood life and his nostalgia for his grandfather. The focus of teaching is to guide students to read independently, grasp the content of the text, understand the thoughts and feelings of the characters and understand the expression methods. This is a skimming text. Although long, it is not difficult to understand. After reading it several times according to the instructions, you can feel the author's language characteristics and expression. The author observes life with a sensitive mind, feels life with a sincere heart, depicts life with delicate brushstrokes, and truly writes down "I"-what a child does, thinks and says. When I was teaching this article, I was not satisfied with teaching this lesson, because Xiao Hong, as a famous modern female writer in China, left nearly one million words of works for China literature treasure house in her short creative career. The author takes this lesson as an opportunity to guide the fifth-grade children into Xiao Hong's broader literary world, and feel a writer's writing style preliminarily and integrally through a lot of reading, so as to keep her interest in exploring her writing. Yes, if a word is like a leaf, we should see its branches and big trees through this leaf. We should look around and see the vast forest behind this big tree. Based on this assumption, I first lead the students to recall the seventh volume of the text "Huoshaoyun", recalling Xiao Hong's simple, natural and fluent language art, which is full of musical beauty. Another passage about the garden in Hulan River Biography is suitable for intertextual interpretation. In this passage, the author wrote, "Running in the garden, taking off roses and quietly putting them on grandpa's hat, watching grandpa's embarrassment and laughing unscrupulously." Simple, beautiful, clear and unpretentious language still depicts a free and dynamic world with bright colors and natural rhythm. Xiao Hong said this, showing the writer's love and obsession with life. After reading this article, the children deeply felt the author's childlike frank and natural language, clear and hearty. They must be full of longing for Xiao Hong's happy childhood, and they must be looking forward to reading her Biography of Hulan River and even more works such as March in a Small Town, On an Oxcart, and Shout of the Wilderness.
Third, the connection between cloud and cloud.
At present, most of the textbooks in the People's Education Edition are organized by topics. For example, the title of the fifth group of texts in Volume 1 1 is "Understanding Lu Xun", and the texts selected around the theme include fragments of Lu Xun's novel "Hometown" and "The Jumping Earth of Teenagers", and an article that shows the image of Lu Xun in the eyes of others. Zhou Ye, Lu Xun's niece, wrote a commemorative article recalling his uncle "My Uncle Lu Xun". The writer and translator A Lei wrote in 1936 to commemorate Lu Xun's death, and some people written by contemporary poets to commemorate the thirteenth anniversary of Lu Xun's death. These texts are excellent models to feel Lu Xun's characters and guide students to study hard, learn profound sentences and describe the basic methods of characters. While completing the teaching task of in-class reading, we should link extracurricular reading to guide students to further collect materials and works related to Lu Xun, so as to create a great context of Lu Xun's culture, such as Hometown, Social Drama from Botanical Garden to San Tan Yin Yue, Ba Jin's Remembrance, Zhou Haiying's Father's Writing, Xiao Hong's Memories of Mr. Lu Xun and so on. By reading Lu Xun written by different writers and presented from different angles, students can have a more complete and three-dimensional understanding of him.
Fourth, it applies to all rivers entering the sea.
At the moment when the media is extremely rich, Chinese teachers' vision should be more macroscopic, open and inclusive, and teachers' development of Chinese curriculum resources should not be limited to texts. All the resources related to text teaching are intertextual with the text (for the time being, these resources are called pan-text). Teachers have the responsibility to fully explore the "pan-text" associated with the text and constantly absorb, supplement and expand the factors outside the text. The related media recordings, videos and pictures commonly used in teaching belong to the category of pan-text. Because these audio-visual resources are intuitive and stereoscopic, it is easier to stimulate students' interest in learning, so as long as they are appropriate and effective, we can make proper use of them. For example, when teaching crosstalk by telephone, you can read a crosstalk video of crosstalk masters Ma Ji and Guo Qiru to help students understand the subtlety and humor of crosstalk language. When teaching "Folk Houses with Different Characteristics", we can show pictures of caves in northern Shaanxi, Beijing quadrangles, Tibetan blockhouses and Dai bamboo houses, so that students can intuitively feel the ancient and unique charm of China folk houses. When reading text and pan-text intertextuality, the use of pan-text can only be used, and must not be excessive. Any text is an intertextuality. Reading and studying them together can guide students to sink into the heavy context created by multiple texts, enter a broader literary and even cultural space, and better grasp the connotation and form of texts.