How to Infiltrate Traditional Culture into Ancient Poetry Teaching in Junior Middle School

How to Infiltrate Traditional Culture in Chinese Teaching

How to infiltrate traditional culture into Chinese teaching is an important topic that I have been thinking about and trying to put into practice since I taught. Since 2002, I have been trying to find ways to infiltrate traditional culture in daily Chinese teaching, such as preparing lessons, attending lectures and assigning homework, so that every Chinese class has the shadow of traditional culture and achieves subtle effects. Now, look back on my nine years of teaching and talk about my own gains and losses in order to attract jade.

First of all, determine the main position of infiltrating traditional culture-Chinese classroom. Classroom is the Yuan Ye for students' life growth, and Chinese classroom is a paradise for students to cultivate and improve their cultural quality, enrich their lives and forge their lives. Therefore, in Chinese class, we should not only impart Chinese knowledge, but also pay attention to infiltrating traditional culture. Therefore, in Chinese teaching, we should create necessary situations according to the actual situation of Chinese teaching, provide students with channels to contact and feel traditional culture, let students identify with and learn from it in a specific cultural environment, and let them feel culture, experience culture and standardize their words and deeds in activities. In this way, in Chinese class, students get not only Chinese knowledge, but also the edification and nourishment of traditional culture. In the end, students will get a smart and fulfilling life.

Secondly, determine the main method of traditional culture infiltration-while imparting knowledge to students, infiltrate traditional culture. The so-called traditional culture is a kind of national culture that reflects national characteristics and features, and it is the overall representation of various ideological cultures and ideological forms in national history. All nationalities in the world have their own traditional cultures. China's traditional culture takes Confucianism as its core, and there are also Taoist and Buddhist cultural forms, including ancient prose, poetry, ci, qu, fu, national music, national drama, quyi, Chinese painting, calligraphy, couplets, riddles, wine orders, two-part allegorical sayings and so on. It is not easy to infiltrate and integrate these cultural factors into our Chinese teaching. I tried this method:

Work hard when preparing lessons. The so-called lesson preparation means that teachers design the most appropriate expression and order according to the requirements of the curriculum standards of the subjects they teach and the characteristics of the course, combined with the specific conditions of students, so as to ensure students' effective learning. If we want to infiltrate traditional culture when teaching students knowledge, we must work hard on preparing lessons. To prepare lessons, we must first prepare textbooks, and then prepare students. When compiling teaching materials, it is necessary to find out whether a text involves the shadow of traditional culture and how many factors of traditional culture it contains. In the specific teaching process, how to create situations so that students can get in touch with and feel traditional culture to the maximum extent? When preparing for the exam, students should make clear the traditional cultural knowledge that Chu students have mastered at this stage, and know what kind of traditional culture should be infiltrated and what kind of traditional culture does not take time.

Do enough work in class. The so-called efforts can actually be divided into two situations: explicit teaching and implicit infiltration. Explicit infiltration means that when learning a text, some traditional cultural knowledge is in it, which is a part that must be learned. For example, when we study the compulsory Chinese course in high school, the ancient Chinese part has been separated, which is the difference between prose and verse.

Say prose first. Prose can be roughly divided into:

On essays (such as Liu Zongyuan's On Snake Catcher, Jia Yi's On Qin, etc.). )

Practical writing (such as Han Yu's Sacrifice to Twelve Lang and Ouyang Xiu's Biography of Lingguan)

Essays (such as Fan Zhongyan's Yueyang Tower, Su Shi's Shi Zhongshan, etc.). )

History (such as Zuo Qiuming's Turn Left and Sima Qian's Historical Records). )

And if divided from the creation time, it can be roughly divided into:

Pre-Qin Prose (such as Zuo Qiuming's Zuo Zhuan when Zhu retired from Qin Dynasty)

Prose from Han Dynasty to Southern and Northern Dynasties (such as Preface to Lanting Collection by Wang Xizhi)

Prose in Tang and Song Dynasties (such as the works of eight masters in Tang and Song Dynasties)

Prose in Ming and Qing Dynasties (such as Gui Youguang's Selected Records of Ji Xiang)

These different forms of prose in different periods have finally become an important part of China's traditional culture, and there are also rhymes that nourish our spiritual world, that is, poems, words, songs and fu.

Poetry can be divided into classical poetry and modern poetry. The general form of classical poetry is relatively free, and it is not bound by meter. Judging from the number of words in poetry, there are four-character poems, five-character poems and seven-character poems. Poems selected as compulsory Chinese courses in senior high schools, such as The Book of Songs Mang, Nineteen Ancient Poems, Travel and Re-travel. Modern poetry, also known as modern poetry or metrical poetry, is China's poetic style that emphasizes levelness, antithesis and rhyme. Modern poetry has strict restrictions on the number, number of words, fluency and rhyme of sentences. Modern poetry is the main poetic style after the Tang Dynasty, and the representative poets are Li Bai, Du Fu, Li Shangyin and Lu You. It occupies an important position in the history of China's poetry. Poems selected as compulsory Chinese courses in Shandong version of senior high school include Climbing the Mountain by Du Fu and Jinse by Li Shangyin.

Ci, that is, Song Ci, is divided into graceful school and wild school. Graceful and restrained school is dominated by children's amorous feelings, with profound and meticulous structure, euphemistic and harmonious melody, mellow and beautiful language and a gentle beauty. Selected as the compulsory course of Chinese in Shandong version of senior high school are Li Qingzhao's Slow Voice and Liu Yong's Yulinling. The bold school shows abundant passion, rich imagination and varied language style, and the lyrics are bold and atmospheric. Su Shi's Niannujiao Chibi Nostalgia and Xin Qiji's Forever Yule Jingkou Gubeiting Nostalgia, etc.

Qu, or Yuanqu, is mainly composed of zaju and Sanqu. The compulsory Chinese course in our senior high school mainly includes Guan Hanqing's Dou Eyuan (excerpt).

Fu, mainly Han Fu. Originated from Chu Ci, it also inherited the tradition of satire in The Book of Songs, which is a style between poetry and prose. Han Fu also experienced several variations, such as Han Fu, Ci Fu, Nuo Fu and Wen Fu. In the compulsory Chinese course of Luban senior high school, Tao Yuanming's Gui belongs to Ci, Du Mu's Afanggong Fu and Su Shi's Chibi Fu belong to Ci.

These traditional cultures are the contents of explicit professors. So, where is the hidden traditional culture? The answer is of course in the text.

Gui Youguang talked about "my wife will come back" in his "Ling Zhi". Hui refers to the marriage of ancient women. Why is it called "return"? Kong Ying Da, a great scholar in the Tang Dynasty, said: "A woman ... takes her husband as her home, so she says she will pay back when she is married." Moreover, the name "Gui" was confirmed as early as the pre-Qin period. The Book of Songs? Nan Zhou? There is a poem by Yao Tao: "A child belongs to his home." Gui Youguang also said in the article that "my wife is in the province." "mothering", married women go back to their parents' homes to visit their parents. "Poetry? Nan Zhou? Ge Tan: "No harm, loving parents. Zhu explained: "Ning, An Ye." . Say hello. "That is, married women greet their parents." Zuozhuan? In the twenty-seventh year of Zhuang Gong: "Winter, come together, mothering." Du pre-note: "Ning, say hello to your parents." This is the traditional culture.

Sima Qian has a saying in Historical Records and Biography of Qu Yuan: "Qu Ping is in mourning, and the later Qin Dynasty wants to cut Qi and be close to Chu." This short sentence contains two traditional cultural factors: the appointment and dismissal system of ancient officials and the integration of Lian Heng during the Warring States Period. Here is a brief description of the appointment, removal and promotion of ancient officials. In addition, there are granting, worshiping, sealing and calling. , are granted the meaning of office. For example, in Shi Biao's Chen Qingbiao, it is said that "worshiping ministers and practicing" and "washing horses except ministers" are all mentioned. There are also transfer, transfer, migration, resettlement and so on. These all indicate the transfer of official positions. For example, in Zhang Hengchuan, Zhang Heng's official career is "first appointed to Shun Di, then transferred, and then returned to Taishiling"; Strike, exemption, resignation and left shift are mainly dismissal or demotion, such as "Qu Ping resigned" mentioned above.

Lian Heng, referred to as Zongheng for short, was a foreign and military policy advocated and implemented by military strategists during the Warring States Period. Su Qin was a famous strategist at that time. He once joined forces with "people from all over the world gathered in Zhao to attack Qin" (Chapter 3 of the Warring States Policy and Qin Ce). He lobbied the governors of the six countries, determined the policy of "integration" and asked the six countries to unite to fight against Qin. Qin is in the west, Qi, Chu, Yan, Han, Zhao and Wei are in the east, and the land of the six countries is connected by the north and the south, so it is called alliance. Lian Heng is in direct opposition to the integration policy. Lian Heng is Qiang Qin. In order to prevent the six countries from really uniting and being isolated, she sent Zhang Yi to lobby other countries and help Qin attack other weak countries. Later, the idiom "sexual intercourse" was born.

Whether it is explicit traditional culture or implicit traditional culture, we should take it seriously and try our best to let traditional culture permeate and nourish our younger generation.

Do not forget to infiltrate the second battlefield of traditional culture-homework. We must not forget that homework is the second battlefield for us to infiltrate traditional culture. Homework can be roughly divided into normal homework and holiday homework. In addition to reviewing and consolidating what you have learned, you can also infiltrate traditional culture. In the arrangement of normal operation, there may be the following situations:

1, read and recite ancient poems. Ancient poetry itself is traditional culture, or its carrier, and the process of reading or reciting is the process of traditional culture infiltration.

2. The layout and writing of the composition. When writing a composition, students will more or less quote the deeds or poems of ancient celebrities, which is also a kind of infiltration of traditional culture.

3. Daily accumulation of idioms. We talk about college entrance examination questions all day, saying that idioms are required questions, and try our best to help students learn and accumulate, but please don't forget that a large part of idioms are passed down from ancient times and are often different from modern Chinese in terms of words. They represent a story or an allusion. For example, One Piece Belongs to Zhao comes from Historical Records, Biographies of Lian Po and Lin Xiangru, Cross the rubicon from Historical Records, Biography of Xiang Yu, All Trees and Soldiers from Records of Jin Shu and Fu Jian. Therefore, idioms are not only a form of traditional culture, but also a carrier of traditional culture.

In addition to the usual homework, there are also holiday homework. We have done and will continue to do it when we arrange holiday homework, that is, let students read an ancient masterpiece (such as Romance of the Three Kingdoms), watch a high-quality costume TV series, or let students experience the custom of the Spring Festival, have a look at lanterns hanging all over the street, copy and imitate several couplets, etc. And think that traditional culture is unconsciously immersed in students' minds and ideology.

Fourth, don't forget the main emissary of infiltrating traditional culture-the teacher himself. In fact, the work in the above aspects still depends on the promotion and implementation of teachers. Teachers are professionals who want to impart human scientific and cultural knowledge and skills to students, develop students' physique, carry out ideological and moral education to students, cultivate students' noble aesthetic taste, and train the educated into talents needed by society. Chinese teachers should do their part to infiltrate traditional culture. To do this arduous work well, we need a high sense of responsibility first. Without a sense of responsibility, teaching for teaching, or teaching for college entrance examination, Chinese teachers become narrow tools; With a sense of responsibility, Chinese teachers can bravely carry out the spirit of traditional culture and carry it forward. Secondly, we need to improve our own quality. As the saying goes, to teach students a glass of water, they need a bucket of water. In order to infiltrate traditional culture into students, our Chinese teachers' own cultural literacy must reach a certain height.

"Xiu Yuan Road is long and its Xiu Yuan is awkward, and I will go up and down." We know that it is an arduous and glorious task to infiltrate traditional culture into Chinese teaching, and all Chinese teachers are fortunate to undertake such a task. We believe that with the joint efforts of all Chinese teachers, traditional culture will sprout new buds, bloom new green flowers and bear new fruits among students in the beautiful campus.