Wang Bi's theory of "being complacent and forgetting the image" is the most representative and influential view in the debate of metaphysics in Wei and Jin Dynasties. He not only laid the epistemological and methodological foundation of metaphysics ontology, but also had a considerable influence on Buddhism at that time and China's ancient artistic theories such as poetry, calligraphy and painting. When Buddhism was first introduced into China, it adopted the method of "Geyi" in translation and interpretation, and attached the name of Buddhism to the traditional concept, which was very rigid. During the Jin and Southern and Northern Dynasties, inspired by metaphysical methods, they also strongly advocated the "proud" method. A famous monk and Taoist student in the Eastern Jin Dynasty said: "If you like to do your best, you will forget your pride;" Words are understood and words are justified. " "If you forget to take the fish, you can only speak in words." In terms of literature and art, since the Jin Dynasty, poetry, calligraphy and painting have emphasized the theory of vivid and freehand brushwork, and advocated "the sound beyond the string", "the scenery outside the painting" and "the sound outside the text". These are also the embodiment of the idea of "getting carried away". Ouyang Xiu in the Northern Song Dynasty said: "Ancient paintings are shapeless"; Su Shi said: "The similarity of paintings shows that they are adjacent to children. Poetry must be this poem, and you must know the poet ",which are typical expositions of this literary theory." "Later, someone criticized Wang Bi's theory of" getting carried away ". For example, in the Northern Song Dynasty, Shao Yong criticized from the perspective of maintaining the image of mathematics: "If you are interesting, you must have words, and if you have words, you must have images ... If you are born, you will make it clear, and if you make it clear, it will be meaningful. ..... You can forget your hoof if you get a fish rabbit, but you can't get it if you give up your hoof for a fish rabbit ("Viewing Things Outside"). Wang Fuzhi, a famous thinker in the late Ming and early Qing Dynasties, criticized from a theoretical point of view: "Image has no way out in the world", and "speech, image" and "meaning and Tao" are not unified, so "it is ridiculous to want to be detailed and slightly similar"? "Wang Fuzhi's criticism is more profound than Shao Yong's. Basic interpretation 1. Words and meaning. " "Guanyin Zi Jiu Yao": "The truth in the world is beyond words. If you know what you say is not true, it is above what you say. " "Lu Chunqiu Li Zhi": "What you say must be done. The separation of words and meanings is fierce. " The explanation quoted Sun as saying: "Those' meanings' are what the last article said. Words and meanings are separated, and those who don't know what they mean are also known as' separation'. "2. Explain the meaning. The cloud "Book with Dai Jifu": "It's just a matter of heart, and I am willing to reply. ] A pair of important categories in the history of China's philosophy "Word" refers to words, nouns, concepts, arguments and writing meanings "refers to ideas, principles and purposes.
The Relationship between Literary Language and Imagery and Meaning China's ancient literary theory is a system of "words, images and meanings", which was inspired by pre-Qin philosophy and metaphysics in Wei and Jin Dynasties and perfected by later literary critics. In the system of "speech, image and meaning", "speech" shapes "image", "image" contains "meaning" and "qi" runs through it, forming a living whole. In vocal music learning, the purpose of singing artistic expression is to use skillful vocal skills, infect the audience with beautiful language images, vividly and emotionally shape the singing characters, and achieve the scene artistic conception of the integration of sound and emotion. There is a debate between words and meanings in China's metaphysics, and there is also a debate between words and meanings in literature, which obviously applies to China's ancient poems and songs.
How to deal with the relationship between "Wen" and "Yan" in classical Chinese teaching can be illustrated by examples from classic popular vernacular novels such as Romance of the Three Kingdoms, Water Margin and Dream of Red Mansions. For example, "speech" appears in the narrative process, and "text" is used in poetry, expression and recitation.
In the teaching of classical Chinese, the first thing to understand is the relationship between "Wen" and "Yan". Because "Wen" and "Yan" are like a pair of brothers, inseparable and complementary. However, in teaching practice, some people separate it, and some only pay attention to the implementation of classical Chinese words and phrases, ignoring the overall study of the article; Others only pay attention to the exploration of articles and ignore the implementation of classical Chinese words, ignoring the consolidation and consolidation of students' foundation. That is to say, in the teaching of classical Chinese, we should not only pay attention to "text" or "speech", but pay equal attention to "text" and "speech" Only in this way can we show the true colors of classical Chinese. I think we should pay attention to the following points in classical Chinese teaching: First, reading is the basis of classical Chinese teaching. As the saying goes, "read it a hundred times, and you can see what you mean." For students, classical Chinese is a headache, because it is difficult to understand, and then they feel bored. Naturally, I am tired of learning because I am embarrassed. In this way, students will never learn classical Chinese well. Moreover, the meaning of classical Chinese is implicit and rich, and information can only be obtained by reciting it repeatedly. Therefore, classical Chinese reading is the highlight of teaching, and we should grasp the pronunciation and sentence reading in reading. It can also be said that "Wen" is followed by "Yan". Read the article clearly, grasp the basic meaning of the article as a whole, and then translate the annotated text. By memorizing several important chapters in classical Chinese, the meaning of content words, the usage of function words and the changes of various sentence patterns in classical Chinese have been included. More importantly, by reciting, we can learn the essence of the conception, layout and rhetoric of ancient famous articles and improve our cultural accomplishment. The Chinese Teaching Syllabus for Middle Schools has clearly stipulated that "read classical poems and simple classical Chinese, understand the meaning of words and the ideological content of works, and recite a certain number of famous articles." With the increase in the number of articles read, students will have a stronger sense of classical Chinese and their reading level will be higher and higher. Reading aloud is the basis of learning classical Chinese and the fundamental way to improve the reading level of classical Chinese. Besides, there is no better way. Repeated reading can not only read the inherent tone and rhythm of the article, but also better grasp the emotional atmosphere of the article and form a keen sense of classical Chinese. Second, grasp the key words and consolidate the students' classical Chinese foundation. There are some special grammatical phenomena in classical Chinese, such as flexible use of parts of speech (nouns as verbs and nouns as adverbials). ) and special sentence patterns (adverbial post-sentence, prepositional object sentence, etc. ). This knowledge has rules to follow and can be summarized by analyzing simple and concrete examples. For example, the word "zhi" in these two sentences is a pronoun, and the preceding word is a noun, which does not conform to the grammatical norms of modern Chinese. Therefore, the flexible use of parts of speech appears in classical Chinese. Then, the noun before the word "zhi" can be used as a verb. If you give a few more examples to prove this phenomenon, it can be summarized as "nouns before pronouns can be used as verbs" In this way, these incomprehensible knowledge can be based on evidence. It is much easier for students to master the system, which not only further consolidates and tames students' foundation, but also stimulates students' interest in learning classical Chinese. The knowledge that students need to master flexibly, such as polysemy, general explanation and function words in classical Chinese, can be consolidated and consolidated through practical application and accumulation, although some rules can not be summarized like flexible use of parts of speech. Third, in-depth analysis, pay attention to the combination of "text" and "word". An in-depth analysis of the text is an important step to appreciate classical Chinese. If you want to analyze a person's personality, you must rely on specific words to reflect it. We should not only grasp some specific words for analysis, but also have an overall grasp and understanding of the full text. Mastering specific vocabulary and analyzing the text is a good combination of "text" and "speech". Promoting words with words and interpreting words with words are inseparable, just like brothers helping each other. Fourth, pay attention to the cultivation of students' inquiry ability and innovative spirit, and lay the foundation for students' lifelong learning and personalized development. The purpose of learning classical Chinese is to inherit and carry forward the excellent national traditional culture; The second is to enlighten thinking, make the past serve the present and promote the development of our society in a more scientific and democratic direction. To achieve these two goals, we must combine classical Chinese teaching with real life, let students think more, discover more, explore more and create more, and combine classical Chinese teaching with cultivating students' inquiry ability and innovative spirit. As a teacher, we should pay attention to guiding students to discover new problems and generate new understanding on the basis of divergent thinking. Classical Chinese teaching under the new curriculum standard should have both "words" and "text", and classical Chinese teaching should not only stay at the level of content words, function words and translation. Instead, it is necessary to build a bridge of dialogue between ancient and modern times through problem discussion, activity experience and modern interpretation of words, emphasizing students' autonomous learning as the center, allowing students to explore the text themselves, find problems, then interact with teachers and students, discuss with each other and finally solve problems. In the teaching process of Chen Qingbiao, on the basis of students' mastering the basic knowledge of classical Chinese and understanding the meaning of the text, I know why Shimi chose the latter between loyalty and filial piety. According to the conventional teaching idea, the teaching of this course can be completely ended here, but I just guided the students to discuss such a problem: if Shimi chooses to be an official, then there will be servants, attendants and families. But why didn't he become an official? As soon as the question comes out, students are interested and express their own understanding and views on it. Although many students' answers are still superficial, they fully arouse students' enthusiasm for exploring questions, deepen text teaching and cultivate students' ability to think independently and express their opinions actively.
Can only be "short".
Speech, that is, language; Text, symbols of recording language and articles composed of symbols.
In essence, writing and speech are unified, and there is no writing divorced from language.
Because the text needs to be accurate and concise, so that people in different dialect areas can understand it, it is not the original recording of the language when describing it. Over time, it has formed a unique expression different from the general social language, and its phenomenon is recognized by the society. This systematic written language, which is different from social language, is called "classical Chinese". Accordingly, the general social language is called "spoken language".
Because social language is developing and changing gradually, all "norms" of written language must follow the development of social language. The development of social language is gradual and happens all the time, and the standardization of written language is leaping. Therefore, no matter what style, including classical Chinese, vernacular Chinese and modern Mandarin, written language is always different from spoken language.
How to deal with the relationship between "Wen" and "Yan" in the teaching of classical Chinese? Recite the original text and translate the words. Words. sentence
What is the relationship between literature sources and literature flow? Source refers to the source, that is, the initiator. Stream refers to genre, which is to carry forward.
How to deal with the relationship between "speech" and "writing" in classical Chinese teaching? At present, classical Chinese teaching can be summarized as follows: one is to emphasize grammatical knowledge, blindly analyze morphology and syntax, and equate classical Chinese teaching with classical Chinese teaching; The second is to go to the other extreme, with only "text" and no "words", focusing on literary analysis, equating classical Chinese teaching with classical literature teaching, ignoring the uniqueness of classical Chinese teaching, taking classical Chinese as the modern text teaching, diluting or even "omitting" the accumulation of content words and function words in classical Chinese, ignoring the training of syntax and grammar, and obliterating the particularity of dredging words and removing reading obstacles in classical Chinese learning; The third situation is that some teachers have realized that classical Chinese should pay equal attention to "speech" and "writing", but there is often a rigid thinking when dealing with the relationship between them. Simply adding "Wen" to "Yan" shows that "Yan" comes first and "Wen" comes later, but this "Wen" is imposed on "Yan", not from the inside of "Yan". Then, how to deal with the relationship between "Wen" and "Yan" in classical Chinese teaching? To deal with the relationship between the two, we must make clear what is "speech" and what is "text". In fact, on this issue, there are different opinions in China education circle. Then let's turn our attention to the new curriculum standard of Chinese in senior high school. In the new curriculum standard