1. Invite traditional culture into the campus and strive to create a campus environment rich in traditional culture.
A high-grade campus cultural environment can provide a broad space for Chinese teaching. Wandering on a campus where you can learn new knowledge, new knowledge, and gain aesthetic feelings anytime and anywhere can further stimulate students' interest in traditional culture.
Specifically speaking, the overall planning and construction of the school can design some representative buildings, statues, garden landscapes, etc. that can reflect the essence of our traditional culture. The subtle fragrance floats in every plant and tree, and the moral education in each word and painting is silent. Only when students are subtly influenced by traditional culture on campus can they internalize it into the basic attitude and quality of seeking knowledge and being a human being.
Secondly, we must create a cultural classroom teaching situation. For example, posting portraits of ancient celebrities and famous aphorisms written by calligraphers on the walls of the classroom, setting up a special corner of "National Cultural Fast Food" on the blackboard newspaper, etc., in order to create a strong cultural atmosphere.
2. Based on the classroom, sow the seeds of traditional culture
(1) Stimulate interest and let students find the joy of success.
Looking back at history, the ancients not only used strong memorization to learn Chinese, but also had the fun of Confucius and his students "bathing in Yi, dancing in the wind", and also had various relaxing word games. Make jokes, guess riddles, write couplets, fill in poems, laugh and curse, stimulate words, and play with language to the extreme. There are also young children and weak scholars who apply what they have learned, often enjoy the fun of "language" in their daily lives, and often enjoy the happiness of success.
Our teachers should work hard to create a cultural atmosphere in Chinese classes, and strive to have more cultural atmosphere in Chinese classes, so that students can appreciate the sweetness and charm of "culture" in the classroom. We should strive to make the Chinese language moving and alive, learn from historical stories, gain wisdom from the humor of historical jokes, accumulate knowledge from idioms and allusions, gain fun from couplet guessing, start from a variety of channels, and actively stimulate students' interest to make them practical. Feel the breadth and depth of traditional culture, thereby shocking their hearts, and making every student a master and a hero.
My approach is to carefully select 300 typical idioms to not only learn the pronunciation and glyphs, the use of idioms, but also to increase the literary talent of composition. I can also understand some cultural common sense and some literary allusions, which can also inspire famous sentences. Recitation of famous articles. We carried out activities such as idiom solitaire, teacher and student name mosaic, and historical story series, which achieved great results. In addition, there are prose and poetry appreciation, couplets, riddle guessing, and homemade riddles. Although a bit naive, it stimulates students' interest and opens up their creative talents in happiness. By playing with language and thoroughly exploring Chinese language, students can find the joy of "old men playing tricks on naughty children" when faced with textbooks, exams, and competitions.
In teaching, I often quote allusions and poems related to the text to pave the way for the introduction of new lessons and stimulate students' strong desire and interest in learning. Or choose appropriate music to play according to the text content, or music that is impassioned or slow and melodious. Or use multimedia to produce relevant video materials, allowing students to experience the exquisiteness and beauty of traditional Chinese culture and art.
(2) Deeply explore the cultural connotation of teaching materials and pass them on to students in appropriate ways.
1. Feel the natural beauty of traditional culture. Texts such as descriptions of scenery, objects, landscape travel notes, and pastoral poems in the textbook lovingly describe the beauty of nature. What is displayed in front of us is a series of colorful natural pictures. These pictures have been taken in and spliced ??by the author, and they are no longer relevant. Then there is the purely objective scenery, which is already personified nature and is full of the author's emotions.
2. Feel the social beauty of traditional culture. The texts in the textbook unfold for us scrolls of characters with distinctive personalities and vivid social pictures. The sense of justice, the spirit of hatred of evil, the loyalty to love, the quality of being open-minded and studious, the spirit of being brave and willing to help others constitute the main body of social beauty. The style of accepting criticism humbly and correcting it immediately in "Zou Ji Satires the King of Qi Accepting Admonitions", the spirit of working hard and humbly studying in "Preface to Ma Sheng in Dongyang", etc., can all plant the seeds of truth, goodness, and truth in the hearts of students. The seeds of beauty. Teachers must accurately convey the emotional characteristics in the works, so that students can be shocked and baptized by traditional culture deep in their hearts, thereby cultivating their beautiful and noble sentiments.
3. Feel the artistic beauty of traditional culture. Many contents in the teaching materials are direct expressions of art. When dealing with such teaching materials, students should be introduced to the aesthetic artistic conception of blending scenes described in language and forgetting both things and myself. Wonderful music, graceful singing, beautiful recitation, and pleasant language can allow students to appreciate the beauty of language and phonology in a rich artistic atmosphere.
In daily teaching practice, our teachers can explore the cultural connotation contained in textbooks from the following aspects: (1) Start with text annotations and reading tips to explore relevant cultural knowledge; (2) Start with the storyline and explore the cultural connotation of the entire work (part); (3) Start with the theme of the text and explore the excellent traditional virtues; (4) Start with the words and phrases of the text and explore the relevant cultural background and philosophical realm; (5) Start with text illustrations and after-class exercises to explore cultural interest.
(3) Strengthen recitation, engage in spiritual dialogue and spiritual communication with sages, thereby awakening students’ minds and souls and promoting their life growth.
An old saying goes, "Read a hundred times, and the meaning will be apparent to you."
These are wise sayings and successful experiences of previous generations. Most of the literary works in Chinese textbooks are popular and beautiful in both text and quality. From pre-Qin poetry, Han Fu, Tang poetry, Song lyrics to Yuan opera, the beauty of artistic conception and language reflected in these texts can only be achieved by the teacher's analysis and explanation. It is far from enough, and students must understand it through reading aloud. What is excellent must be touching, what is touching must be alive, and students who are alive will definitely like it. In addition, Chinese has the characteristics of one word and one sound, and the harmony of sound, rhyme and tune. Therefore, strengthening recitation teaching to enable students to feel the phonological beauty of Chinese in traditional culture is unmatched by other subjects.
3. Infiltrate and promote traditional culture in extracurricular practical activities.
(1) Lead students to get close to classics and appreciate classics. All famous books are the crystallization of the wisdom of an era and the root of the excellent culture of the Chinese nation. Most of these classics that inspire wisdom are works that can touch people's hearts and are treasures of the era and the nation. They should be made at that time and benefit the future. Classics should be allowed to accompany students’ growth.
Teachers should recommend some reading ranges to students in a planned and step-by-step manner, such as ancient myths, folklore, Tang poetry and Song poetry, Ming and Qing novels, etc., so that students can experience the classics, thereby consolidating their cultural foundation. Improve humanistic qualities, feel national emotions, and cultivate elegant sentiments.
On the basis of concentrating on reading, we can encourage students to freely choose topics for in-depth research on famous works based on their own interests. Take "Water Margin" as an example: the appearance and personality of the characters in "Water Margin" research; the origin of the aliases of the characters in "Water Margin"; the relationship between weapons and characters in "Water Margin"; looking at the story of Water Margin from the sidelines... Then study and discuss it individually or in groups. Some read "Water Margin", some enjoyed the highlights of the TV series "Water Margin", and some searched for epilogues and character titles about "Water Margin". Then the teacher used a class to conduct various forms of discussions on Water Margin culture. Communication enables students to acquire more and more comprehensive knowledge.
(2) Encourage students to enter traditional festivals and inherit Chinese culture. Now many students are indifferent to our traditional festivals. Traditional festivals contain the emotional pursuits of our nation. During the Dragon Boat Festival, people eat rice dumplings and row dragon boats, all with the theme of paying homage to Qu Yuan. People's memory of Qu Yuan is actually passing on the torch of patriotism. Eating mooncakes on the Mid-Autumn Festival and eating dumplings on New Year's Eve all reflect our nation's emotional pursuit of reunion, family ties, and harmony. During these festivals, students should be reminded to feel the cultural atmosphere.
Teachers can use the form of Chinese research study or comprehensive study and use a traditional festival as an opportunity to practice language. As the Dragon Boat Festival approaches, guide students to inquire about some information related to the Dragon Boat Festival, such as what are the aliases of the Dragon Boat Festival? The origin of the Dragon Boat Festival and which famous figures it is related to? Do you know the life stories of Qu Yuan and Wu Zixu? What are the names of the Dragon Boat Festival? What are the traditional customs? Organize information, write reports, and communicate through web pages, presentations, etc. based on inquiries. You can also watch "Qu Yuan", sing "Ode to Orange", recite poems, race dragon boats, plant mugwort leaves, wear sachets, and eat rice dumplings... A traditional festival can be arranged in a long cycle from searching for information to practical experience. Students practice middle school Chinese and feel the unique national customs in the process of creating a festive atmosphere.
Spring Festival, Lantern Festival, Qingming Festival, Dragon Boat Festival, Mid-Autumn Festival, Double Ninth Festival, if these important traditional festivals allow our students to explore and practice in a planned way in Chinese learning, this way Cultural inheritance is far-reaching.
In addition, students can also be guided to investigate and understand the unique festivals, traditional customs, traditional culture, art and origins of their hometown. Guide students to extensively read selected works and classics about their hometown, and gain a preliminary understanding of traditional cultural forms such as their hometown’s wedding culture, food culture, and festival culture. Investigate the places of interest and origin of your hometown. Investigate historical figures and relics in your hometown. Investigate the origin of certain place names in your hometown. Examine the characteristics of the food culture and clothing culture of your hometown. Visit folk artists and learn about traditional crafts. Organize students to carry out practical activities to promote the traditional culture of their hometown.
The excellent traditional Chinese culture is the beauty in the dream. She is beautiful, smiling, and thoughtful... Returning to the source, walking into the classics, it is like entering a suddenly enlightened peach blossom garden. In the time and space of the great Chinese language, we bathe in the fountain of classics and wash away the dusty hearts. We learn to be filial, to care, to be honest, to think, to be diligent, to be graceful, to be profound...Chinese makes us happy, and Chinese Chinese makes us smart, Chinese makes us beautiful, Chinese makes us noble, Chinese gives us connotation, and Chinese allows us to embody human meaning, human value, and human dignity!
Reading classic texts can also change a person's image and temperament, and teach students how to behave. The Confucian values ??of being virtuous, upright, honest and benevolent, and respecting teachers and teachings; the Taoist values ??of conforming to nature, being indifferent to fame and fortune, and being open-minded; and the Buddhist values ??of not being frightened by favors and disgrace, being calm in advancing and retreating, and being natural and quiet. These are all worthy of students' learning, understanding, and creative transformation. Students who have been bathed in the fragrance of books and immersed in culture for a long time will become elegant in taste, elegant in language, elegant in behavior, and elegant in temperament.
In short, "invite" traditional culture into the campus and "invite" the classroom, let traditional culture penetrate into Chinese teaching, and let our students consolidate the foundation of traditional culture deep in their souls. Purifying the soul of every student is the eternal responsibility and mission of each of our educators.