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Qu and novels in Ming and Qing Dynasties. In addition, with the development of economy and the further development of printing technology, at this stage, the number of books has increased unprecedentedly. Therefore, the literary works of this period, both in style and quantity, are more complicated than the previous generation. For example, when it comes to ancient poetry, people often think of the Tang Dynasty. But in terms of quantity, "there are hundreds of poems in Yuan Dynasty and thousands of poems in Ming and Qing Dynasties. The Chronicle of Ming Poetry has collected more than 4,000 poems, about twice the number of poets collected in the whole Tang Dynasty, and there are more than 10,000 poets in the Qing Dynasty. " For example, in terms of ancient ci-poetry, ci, as a literary form, reached its peak in the Song Dynasty, but the number of ci-poetry in Yuan, Ming and Qing Dynasties far exceeded that in the Song Dynasty. Ye Gongchuo's Quan Qing Ci Chao contains more than 3,000 poets in Qing Dynasty, nearly twice as many as Tang Guizhang's Quan Song Ci. So much content needs 1 12 class hours to complete the teaching according to the requirements of the Ministry of Education of People's Republic of China (PRC). However, in the actual operation process, due to the influence of training programs, teaching outlines and other factors, most schools can't meet this requirement and basically stay between 50-80 class hours. Therefore, in such a short time, according to the traditional mode of "teaching plus books", it is difficult to teach complex knowledge clearly. Because there is not enough time, we can only teach key articles, and the rest, especially the modern part, can only let students focus on teaching materials. This kind of teaching will lead students to be unclear about the context of this part of the history of literature, resulting in a gap in students' understanding of the history of literature and unable to further enhance their academic awareness.
(B) the conflict between traditional lectures and the psychological characteristics of post-95 students
The traditional teaching methods of ancient literature mostly adopt simple teaching mode, and teachers often adopt the teaching methods of "centralized teaching" and "cramming". Since then, it is difficult for students to construct their own knowledge and ability. Often, at the end of a semester, with the end of the exam, all the knowledge is left in the classroom. At the same time, it also makes classroom teaching lack the vitality and vitality it deserves. In addition, the main body of the university classroom is now "post-95". Although the post-95 s belong to the post-90 s, their essence is very different from that of the post-90 s, as the first human beings born in the network information age. Like network information, the post-90s generation is more active and changeable, and their ability to accept knowledge becomes stronger, but their mental concentration drops. In other words, the traditional blind teaching will lead teachers to be still very happy on the podium, but students' minds are already "poetry and distance", so in recent years, "paragraph-style" teaching has appeared in the theoretical course teaching in colleges and universities. This kind of paragraph teaching appeared to cope with the post-1995 students, aiming at changing the teaching direction suddenly with the "paragraph" related to the course content when the students' concentration in class decreased, so as to improve the students' mental concentration. Therefore, in the face of post-90s students who like network information, if we still use traditional simple teaching methods to carry out teaching activities, especially the teaching of ancient literature, it will inevitably not have a good teaching effect.
(C) the contradiction between the one-sidedness of ordinary textbooks and the deepening of subject teaching
For the teaching materials of ancient literature courses, a large number of colleges and universities use the History of China Literature edited by Yuan Xingpei, which is authoritative and comprehensive at present, but this does not mean that we can simply use this set of books, which is superficial in knowledge. For example, in this textbook, only the traditional "loyalty" is used in the narrative part of the theme of Water Margin, and the quotation part is simply designed as "peasant uprising", "citizen uprising" and "struggle between loyalty and traitors", but the book and "loyalty" coexist, and the important "teaching thieves" is not involved, which is in line with students. In other words, if only such books are used for teaching, it will conflict with the deepening of academic teaching. It is easy for students to remember these knowledge points, but they have no right to choose academic angles, which leads to students' inability to think and study independently. At the same time, academic research in the field of literary history research is not static, and it is difficult to cover new academic viewpoints in many places in textbooks. For example, in The Journey to the West's narration, if Wu Cheng'en is still the only reasonable author candidate, it seems to be out of the academic frontier of keeping pace with the times, because contemporary scholars have gradually discovered that from the perspective of dialects, there are at least two dialects in The Journey to the West, and Wu Cheng'en's works were classified into the geographical category of the History Department in the Ming Dynasty. However, these views are rarely mentioned in general textbooks, because they have not yet appeared and have not become the mainstream of the times when writing. But as time goes on, mainstream and non-mainstream views may change. Therefore, it will make it difficult for students to conduct in-depth study and research, which is not conducive to academic deepening and broadening students' academic horizons. On the contrary, it will make students feel more bored in their studies.
Second, the implementation of diversified teaching
(1) Diversified teaching requires a change from a teacher to a scholar of literature and history.
Teachers' teaching quality, professional quality and knowledge reserve play a decisive role in constructing effective diversified teaching. In the traditional lecture teaching, teachers can retire with lesson plans without paying attention to the research of emerging academic viewpoints, so they are complacent. It's hard to have innovative ideas with outdated views, which wastes your teaching experience in vain. Therefore, teachers must adhere to the viewpoint of "never too old to learn", constantly deepen their study, be good at accepting new academic viewpoints and teaching concepts, that is, strive to become research scholars outside teaching, and expand their research direction from simple literary text research to literature and history research. Of course, as a teacher majoring in Chinese language and literature, you don't need to study a lot of historical events in detail like a history teacher. However, due to the characteristics of this part of the teaching content, it is necessary to study a big historical background. In other words, teaching should be a combination of action and research, that is, an organic unified model of teaching, literature and history research and practical teaching activities. In this process, "teachers' mental model and systematic thinking have been developed and changed, and theory and practice have been deeply integrated." "
For example, when teaching the ideological content of Water Margin, if we only emphasize the theory of loyalty according to the viewpoint in Yuan Xingpei's version of China Literature History, in the Ming Dynasty, another opposite theory appeared, that is, the theory of teaching thieves, and after the founding of the People's Republic, there appeared the theory of peasant uprising, the theory of citizen uprising and the theory of loyalty and righteousness struggle. One-sided teaching will affect students' understanding of the text. As the saying goes, "teaching without research is a week, and research without teaching is dangerous;" Teach before you know its difficulty, study before you know its vulgarity. "Therefore, the combination of teaching and scientific research is the inherent need of teachers' development and the basis of continuous progress, and it is also the key factor to improve the quality of teaching. Insisting that teaching and scientific research complement each other will make teachers step into a new realm of professional life, thus easily solving professional problems in teaching and making teaching more flexible and colorful.
At the same time, in the teaching part of "Modern Literature in Yuan, Ming and Qing Dynasties", teachers should pay attention to guiding students back to the historical atmosphere of text creation. This historical atmosphere can not be understood by students simply by summarizing an era in one sentence. Sometimes, it is necessary to explain why there is such a literary form or literary trend of thought from many detailed angles. For example, the prosperity of Yuan Zaju was caused by the fact that there was no imperial examination in the early Yuan Dynasty and the literati in the Central Plains had nowhere to make a living. The reason for the later decline of Yuan Zaju is that the Yuan Dynasty began the imperial examination after the "great virtue", and the literati had a rising ladder by reading. For another example, in Yuan Zaju, there are often scenes that allude to the court. If it only boils down to the relative freedom of the Yuan Dynasty's ideology and culture, students don't know why, so they need to explain the reason of "freedom", because the Yuan Dynasty experienced 12 emperors in the Central Plains for 90 years, only the ancestors Kublai Khan and the British emperor Shuobadra were proficient in Chinese, Shun Di was proficient in Chinese, and the rest of the emperors were completely proficient in Chinese. Therefore, it is understandable that the scene of "Dou Eyuan" refers to cursing heaven and earth. From this point of view, it is difficult to get rid of the influence of the top-down historical and social atmosphere of the Yuan Dynasty. As the saying goes, "literature has a generation", and the author's life experience has great influence on his works. For example, Bai Pu's life experience and adherents' identity can explain the innuendo to Jin Zhangzong in his works. All these are helpful for students to understand the accumulation of materials in the teaching content, which requires teachers to "double-study literature and history".
(B) Diversified teaching requires the construction of an open cooperative classroom.
In recent years, the teaching reform has continuously emphasized the position of students in practical teaching activities, and repeatedly put forward the idea of returning the classroom to students. If the actual teaching activity is compared to a drama, then the teacher's role should be the director rather than the protagonist. Teachers should guide and organize students to draw their own conclusions, so that students can learn to learn and actively participate in academic discussions. This requires teachers to make full use of heuristic and discussion teaching methods. The so-called heuristic teaching method is to leave room for students to think after class in actual teaching activities, so as to mobilize their after-school study. For example, when teaching Sanyan, students can read Du Shiniang's "Angry Chest" and "Monopoly Selling Oil" and think about the similarities and differences of characters and the characteristics of description methods. To stimulate students' ability to draw inferences from others. When teaching Strange Tales from a Lonely Studio, we discuss the image of the fox in the traditional impression with students, so as to stimulate students' interest in learning and enhance their interest in reading. Then push back to the text and discuss the different fox images in Liaozhai together.
The so-called discussion means that students find problems, ask questions, and are not in a hurry to answer them, but put the questions among all the students, discuss them and finally answer them. In other words, students' participation consciousness and academic consciousness should be fully cultivated in the actual teaching process. Put forward relevant questions suitable for students' level, give students enough time to discuss, guide students to understand what materials they need to refer to before discussion to enrich their views, and guide students to clarify their speech outlines and discuss in groups. Everyone should have the opportunity to speak in one semester. After everyone speaks, other students can put forward different opinions and discuss them. Of course, after the discussion, the teacher should summarize the students' diverse academic views in order to further guide them to read after class. So as to form a cooperative and open teaching method, and complete the teaching of "Modern Literature in Yuan, Ming and Qing Dynasties" through the open form of dialogue, communication, interaction and cooperation.
To sum up, it is a long-term and arduous task to improve the teaching quality of "Modern Literature in Yuan, Ming and Qing Dynasties". In this work, the teacher should not only be transformed into a scholar majoring in literature and history, but also act as a "director" to organize and guide students to perform such a big drama. Due to the influence of age and experience, and the lack of reading, it is difficult for post-95 students to understand the artistic charm of the text, and it is also difficult to criticize the text, especially the ancient literary works. On the one hand, teachers need to give professional explanations; On the other hand, guide and stimulate students' academic consciousness. Finally, students can fully perceive the artistic charm of the text on the basis of understanding the text, thus enhancing their appreciation ability and promoting the formation of positive values and world outlook. At the same time, we also need the support of the state and society to enhance the disciplinary status of ancient literature, so that the literary glory of our ancestors will not be destroyed and the orthodoxy of China will prevail.
Qu and novels in Ming and Qing Dynasties. In addition, with the development of economy and the further development of printing technology, at this stage, the number of books has increased unprecedentedly. Therefore, the literary works of this period, both in style and quantity, are more complicated than the previous generation. For example, when it comes to ancient poetry, people often think of the Tang Dynasty. But in terms of quantity, "there are hundreds of poems in Yuan Dynasty and thousands of poems in Ming and Qing Dynasties. The Chronicle of Ming Poetry has collected more than 4,000 poems, about twice the number of poets collected in the whole Tang Dynasty, and there are more than 10,000 poets in the Qing Dynasty. " For example, in terms of ancient ci-poetry, ci, as a literary form, reached its peak in the Song Dynasty, but the number of ci-poetry in Yuan, Ming and Qing Dynasties far exceeded that in the Song Dynasty. Ye Gongchuo's Quan Qing Ci Chao contains more than 3,000 poets in Qing Dynasty, nearly twice as many as Tang Guizhang's Quan Song Ci. So much content needs 1 12 class hours to complete the teaching according to the requirements of the Ministry of Education of People's Republic of China (PRC). However, in the actual operation process, due to the influence of training programs, teaching outlines and other factors, most schools can't meet this requirement and basically stay between 50-80 class hours. Therefore, in such a short time, according to the traditional mode of "teaching plus books", it is difficult to teach complex knowledge clearly. Because there is not enough time, we can only teach key articles, and the rest, especially the modern part, can only let students focus on teaching materials. This kind of teaching will lead students to be unclear about the context of this part of the history of literature, resulting in a gap in students' understanding of the history of literature and unable to further enhance their academic awareness.
(B) the conflict between traditional lectures and the psychological characteristics of post-95 students
The traditional teaching methods of ancient literature mostly adopt simple teaching mode, and teachers often adopt the teaching methods of "centralized teaching" and "cramming". Since then, it is difficult for students to construct their own knowledge and ability. Often, at the end of a semester, with the end of the exam, all the knowledge is left in the classroom. At the same time, it also makes classroom teaching lack the vitality and vitality it deserves. In addition, the main body of the university classroom is now "post-95". Although the post-95 s belong to the post-90 s, their essence is very different from that of the post-90 s, as the first human beings born in the network information age. Like network information, the post-90s generation is more active and changeable, and their ability to accept knowledge becomes stronger, but their mental concentration drops. In other words, the traditional blind teaching will lead teachers to be still very happy on the podium, but students' minds are already "poetry and distance", so in recent years, "paragraph-style" teaching has appeared in the theoretical course teaching in colleges and universities. This kind of paragraph teaching appeared to cope with the post-1995 students, aiming at changing the teaching direction suddenly with the "paragraph" related to the course content when the students' concentration in class decreased, so as to improve the students' mental concentration. Therefore, in the face of post-90s students who like network information, if we still use traditional simple teaching methods to carry out teaching activities, especially the teaching of ancient literature, it will inevitably not have a good teaching effect.
(C) the contradiction between the one-sidedness of ordinary textbooks and the deepening of subject teaching
For the teaching materials of ancient literature courses, a large number of colleges and universities use the History of China Literature edited by Yuan Xingpei, which is authoritative and comprehensive at present, but this does not mean that we can simply use this set of books, which is superficial in knowledge. For example, in this textbook, only the traditional "loyalty" is used in the narrative part of the theme of Water Margin, and the quotation part is simply designed as "peasant uprising", "citizen uprising" and "struggle between loyalty and traitors", but the book and "loyalty" coexist, and the important "teaching thieves" is not involved, which is in line with students. In other words, if only such books are used for teaching, it will conflict with the deepening of academic teaching. It is easy for students to remember these knowledge points, but they have no right to choose academic angles, which leads to students' inability to think and study independently. At the same time, academic research in the field of literary history research is not static, and it is difficult to cover new academic viewpoints in many places in textbooks. For example, in The Journey to the West's narration, if Wu Cheng'en is still the only reasonable author candidate, it seems to be out of the academic frontier of keeping pace with the times, because contemporary scholars have gradually discovered that from the perspective of dialects, there are at least two dialects in The Journey to the West, and Wu Cheng'en's works were classified into the geographical category of the History Department in the Ming Dynasty. However, these views are rarely mentioned in general textbooks, because they have not yet appeared and have not become the mainstream of the times when writing. But as time goes on, mainstream and non-mainstream views may change. Therefore, it will make it difficult for students to conduct in-depth study and research, which is not conducive to academic deepening and broadening students' academic horizons. On the contrary, it will make students feel more bored in their studies.
Second, the implementation of diversified teaching
(1) Diversified teaching requires a change from a teacher to a scholar of literature and history.
Teachers' teaching quality, professional quality and knowledge reserve play a decisive role in constructing effective diversified teaching. In the traditional lecture teaching, teachers can retire with lesson plans without paying attention to the research of emerging academic viewpoints, so they are complacent. It's hard to have innovative ideas with outdated views, which wastes your teaching experience in vain. Therefore, teachers must adhere to the viewpoint of "never too old to learn", constantly deepen their study, be good at accepting new academic viewpoints and teaching concepts, that is, strive to become research scholars outside teaching, and expand their research direction from simple literary text research to literature and history research. Of course, as a teacher majoring in Chinese language and literature, you don't need to study a lot of historical events in detail like a history teacher. However, due to the characteristics of this part of the teaching content, it is necessary to study a big historical background. In other words, teaching should be a combination of action and research, that is, an organic unified model of teaching, literature and history research and practical teaching activities. In this process, "teachers' mental model and systematic thinking have been developed and changed, and theory and practice have been deeply integrated." "
For example, when teaching the ideological content of Water Margin, if we only emphasize the theory of loyalty according to the viewpoint in Yuan Xingpei's version of China Literature History, in the Ming Dynasty, another opposite theory appeared, that is, the theory of teaching thieves, and after the founding of the People's Republic, there appeared the theory of peasant uprising, the theory of citizen uprising and the theory of loyalty and righteousness struggle. One-sided teaching will affect students' understanding of the text. As the saying goes, "teaching without research is a week, and research without teaching is dangerous;" Teach before you know its difficulty, study before you know its vulgarity. "Therefore, the combination of teaching and scientific research is the inherent need of teachers' development and the basis of continuous progress, and it is also the key factor to improve the quality of teaching. Insisting that teaching and scientific research complement each other will make teachers step into a new realm of professional life, thus easily solving professional problems in teaching and making teaching more flexible and colorful.
At the same time, in the teaching part of "Modern Literature in Yuan, Ming and Qing Dynasties", teachers should pay attention to guiding students back to the historical atmosphere of text creation. This historical atmosphere can not be understood by students simply by summarizing an era in one sentence. Sometimes, it is necessary to explain why there is such a literary form or literary trend of thought from many detailed angles. For example, the prosperity of Yuan Zaju was caused by the fact that there was no imperial examination in the early Yuan Dynasty and the literati in the Central Plains had nowhere to make a living. The reason for the later decline of Yuan Zaju is that the Yuan Dynasty began the imperial examination after the "great virtue", and the literati had a rising ladder by reading. For another example, in Yuan Zaju, there are often scenes that allude to the court. If it only boils down to the relative freedom of the Yuan Dynasty's ideology and culture, students don't know why, so they need to explain the reason of "freedom", because the Yuan Dynasty experienced 12 emperors in the Central Plains for 90 years, only the ancestors Kublai Khan and the British emperor Shuobadra were proficient in Chinese, Shun Di was proficient in Chinese, and the rest of the emperors were completely proficient in Chinese. Therefore, it is understandable that the scene of "Dou Eyuan" refers to cursing heaven and earth. From this point of view, it is difficult to get rid of the influence of the top-down historical and social atmosphere of the Yuan Dynasty. As the saying goes, "literature has a generation", and the author's life experience has great influence on his works. For example, Bai Pu's life experience and adherents' identity can explain the innuendo to Jin Zhangzong in his works. All these are helpful for students to understand the accumulation of materials in the teaching content, which requires teachers to "double-study literature and history".
(B) Diversified teaching requires the construction of an open cooperative classroom.
In recent years, the teaching reform has continuously emphasized the position of students in practical teaching activities, and repeatedly put forward the idea of returning the classroom to students. If the actual teaching activity is compared to a drama, then the teacher's role should be the director rather than the protagonist. Teachers should guide and organize students to draw their own conclusions, so that students can learn to learn and actively participate in academic discussions. This requires teachers to make full use of heuristic and discussion teaching methods. The so-called heuristic teaching method is to leave room for students to think after class in actual teaching activities, so as to mobilize their after-school study. For example, when teaching Sanyan, students can read Du Shiniang's "Angry Chest" and "Monopoly Selling Oil" and think about the similarities and differences of characters and the characteristics of description methods. To stimulate students' ability to draw inferences from others. When teaching Strange Tales from a Lonely Studio, we discuss the image of the fox in the traditional impression with students, so as to stimulate students' interest in learning and enhance their interest in reading. Then push back to the text and discuss the different fox images in Liaozhai together.
The so-called discussion means that students find problems, ask questions, and are not in a hurry to answer them, but put the questions among all the students, discuss them and finally answer them. In other words, students' participation consciousness and academic consciousness should be fully cultivated in the actual teaching process. Put forward relevant questions suitable for students' level, give students enough time to discuss, guide students to understand what materials they need to refer to before discussion to enrich their views, and guide students to clarify their speech outlines and discuss in groups. Everyone should have the opportunity to speak in one semester. After everyone speaks, other students can put forward different opinions and discuss them. Of course, after the discussion, the teacher should summarize the students' diverse academic views in order to further guide them to read after class. So as to form a cooperative and open teaching method, and complete the teaching of "Modern Literature in Yuan, Ming and Qing Dynasties" through the open form of dialogue, communication, interaction and cooperation.
To sum up, it is a long-term and arduous task to improve the teaching quality of "Modern Literature in Yuan, Ming and Qing Dynasties". In this work, the teacher should not only be transformed into a scholar majoring in literature and history, but also act as a "director" to organize and guide students to perform such a big drama. Due to the influence of age and experience and the lack of reading, it is difficult for post-95 students to understand the artistic charm of the text, and it is also difficult to criticize the text, especially the ancient literary works. On the one hand, teachers need to give professional explanations; On the other hand, guide and stimulate students' academic consciousness. Finally, students can fully perceive the artistic charm of the text on the basis of understanding the text, thus enhancing their appreciation ability and promoting the formation of positive values and world outlook. At the same time, we also need the support of the state and society to enhance the disciplinary status of ancient literature, so that the literary glory of our ancestors will not be destroyed and the orthodoxy of China will prevail.