Infiltration of local culture in Chinese teaching
[Keywords] Infiltration of local culture in Chinese teaching
The famous educator Mr. Chen Heqin once said: "Nature, the great Society is a living teaching material. "Chinese courses should be rooted in reality, and Chinese teaching materials should explore local cultural resources that are closely related to students' real life beyond textbooks. Tongli Town, Wujiang District, Suzhou City is a small town in the south of the Yangtze River. It has beautiful and picturesque scenery, famous cultural celebrities, and specialty snacks that are fragrant... Tongli's local cultural resources are not only abundant They are all colorful and charming. If teachers can moderately penetrate into Chinese classroom teaching and reasonably explore in Chinese teaching practice activities, they will not only expand and extend the content of teaching materials, but also highlight students’ dominant status through this integration, thereby cultivating students’ sense of identity and recognition of their hometown culture. Pride. Based on teaching practice, the author talks about how to effectively penetrate local culture into middle school Chinese teaching.
1. Infiltrate local culture in Chinese classroom teaching
(1) Integrate local culture in classroom teaching and deepen understanding through comparison
Integrate local culture in a timely and appropriate manner Resources are introduced into Chinese teaching, integrating local culture and Chinese teaching materials, guiding students to deepen their understanding of teaching materials through experiencing life, shortening the distance between teaching materials and life, and improving students' comprehensive ability in Chinese learning. This not only expands the breadth and depth of teaching content, but also realizes the natural extension of Chinese teaching from in-class to extra-curricular.
For example, when I was teaching the article "Suzhou Gardens", I said, "No matter where the visitor stands, there is always a perfect picture in front of his eyes." I asked students to combine the garden architecture around us Let’s talk about our understanding of this sentence. Many students thought of the back garden of the Tuisi Garden. The owner Ren Lansheng built the Tuisi Garden in pursuit of this effect. There is a bright mirror in the middle of the "Water Champs" that can reflect the entire back garden. There is a garden in the garden, and there is a small middle school. See the big picture; the small and exquisite "Lan Rong Pavilion" is the highest point of the whole garden. Climbing up it, you can have a panoramic view of the whole garden; the "Moon Rain Makes Cool" pavilion is the place where the owner enjoys the coolness in summer. The pavilion has a mirror on the side and looks far away It looks like there is a garden within a garden, and a closer look is like being in a lotus pond, with a panoramic view of the beautiful scenery in the garden. No matter from which angle, visitors can be placed in the artistic conception of a beautiful picture. Therefore, students can easily understand this general feature of Suzhou gardens. When studying the garden layout, shading, layers, etc. in the article in depth, students combined with the characteristics of the garden architecture around them, as if they were immersed in the scene, and quickly understood it.
(2) Penetration of writing training to stimulate emotions in communication
Chinese learning consists of four parts: listening, speaking, reading and writing. Mr. Ye Shengtao emphasized that Chinese language learning requires equal emphasis on listening, speaking, reading and writing. He believes that receiving and publishing are expressed in oral communication through listening and speaking, and in written form through reading and writing. In terms of receiving, listening and reading are equally important, and in terms of publishing, speaking and writing are equally important. Therefore, listening, speaking, reading and writing are indispensable.
However, in actual teaching, speaking and writing, as important parts of Chinese teaching, are often weakened, resulting in many students who cannot write and dare not speak in front of their classmates. In response to this situation, I purposefully chose to give each student something to say to strengthen the practice. For example, when teaching the article "Blue Venice", I talked about the beauty of Venice's water, bridges, and architecture. Characteristics of beauty, cruise ship beauty and cultural beauty. In view of the fact that Tongli is known as the "Venice of the East", I asked students to write about Tongli's water, bridges, garden buildings, awning boats, and even Tongli's festivals based on this article. If some people still find it difficult, just ask students to write about their favorite Tongli delicacies, such as support cakes, fermented glutinous rice cakes, green dumplings, shortbread cakes, glutinous rice cakes, etc., and then use the form of oral communication (using "praising" "Praise my hometown" (titled "Praise for my hometown") and let students express it. In this way, students can not only exercise their writing skills, but also their eloquence and courage, and also stimulate their love for their hometown. It can be said that it serves multiple purposes.
2. Excavating local culture in Chinese practice activities
The new curriculum standard emphasizes that Chinese is a highly practical course, and teachers should focus on cultivating students' Chinese practical ability. The main way to cultivate this ability is through comprehensive Chinese practice activities.
In teaching, we should consciously carry out comprehensive Chinese language practice activities. By advocating independent, cooperative, and inquiry-based learning methods, students can actively and independently carry out activities, improve their comprehensive Chinese quality, and truly allow students to read in a "school under the blue sky". "Textbook of Life", looking for the source of Chinese language learning. Chinese practice activities are the second classroom for Chinese learning. Local culture contains rich Chinese teaching resources. If teachers can make good use of them, Chinese teaching will be even better and more brilliant.
(1) Tracing the origins of local history and culture to increase the sense of history
Tongli has fertile land and rich products. As early as the Neolithic Age, ancestors have been cultivating and cultivating life here. reproduce. Tongli culture has a profound foundation. From the Tang and Song Dynasties to the end of the Qing Dynasty, academies, social studies, private schools and other places for teaching and learning were very popular, with a continuous stream of subjects, and those who served as officials and eunuchs successively flourished.
The Tongchuan School founded by Mr. Jin Songcen pioneered modern education in the county. Inspired by his patriotism, Tongchuan Autonomous Society and Tongchuan Public School cultivated many elites. and scholars. For example, the famous social activist Cai Yin, the famous poet and social activist Liu Yazi, the famous patriot and founder of "Wenhui Po" Yan Baoli, the famous sociologist and social activist Fei Xiaotong, etc.
The superior geographical environment and rich cultural atmosphere have attracted many celebrities and celebrities. Historical and cultural celebrities who once lived in the ancient town of Tongli include: Ni Zan, Yao Guangxiao, Fang Xiaoru, Chen Zufan, Shen Deqian, Hu Xueyan, etc. They interacted with local literati and refined people, adding a touch of color to Tongli culture.
When carrying out comprehensive learning activities, I asked students to collect relevant information together, learn about Tongli’s historical and cultural celebrities, trace the origins of local history and culture, increase students’ sense of historical significance, and stimulate students’ affection for their hometown. Love.
(2) Enter the local natural and cultural landscape and appreciate the beauty of the hometown scenery
Natural and social life are the world where students can freely accumulate, and they should be made part of students' Chinese learning. Teachers can use holidays to extend Chinese classes outside of class, guide students to observe and feel the real world, and fully tap Chinese resources, thereby mobilizing students' potential perceptual abilities, experiencing Chinese in life, and accumulating knowledge.
1. Walk into the lanes of Tongli and learn about the lane culture of Tongli
The lanes are a major feature of the residences in the ancient town of Tongli. There are many lanes in Tongli: Chuanxin Lane, Shipi Lane, West Lane, etc. The alley is tranquil and leisurely, deep and long, with twists and turns, and there is no dead end. Deep in the alley, high walls block both sides. There are mottled moss marks and strings of green vines hanging on the wall, like a simple screen. The alley is a microcosm of the ancient buildings in Jiangnan ancient towns, and is a piece of solidified poetry. When students wander among them, they will definitely be influenced by beauty.
2. Get close to Tongli’s bridges and learn about Tongli’s bridge culture
Tongli is surrounded by five lakes. The streets and alleys in the town are winding, and the rivers are crisscrossed. There are many ancient bridges built in various eras. These ancient bridges have stood tall in the wind and rain of the years, which has become a long-read book for us to understand Tongli. In the ancient town, there is the Siben Bridge, which is the longest and oldest bridge. There is also the smallest single bridge. The bridge that best reflects the diligence and studiousness of Tongli people is Pu'an Bridge. The most mythical ancient bridge in the town is Fuguan Bridge. Among the bridges in Tongli, the three bridges (Taiping Bridge, Geely Bridge and Changqing Bridge) are the most representative. People in Tongli have the custom of crossing the Three Bridges. Nowadays, walking on the Three Bridges has become an indispensable part of tourism, making the Three Bridges the most popular bridge in Tongli. While admiring the bridges, students also learned about the stories of each bridge and the bridge culture of Tongli.
3. Get close to the rapeseed fields in Beilian Village, Tongli, and appreciate the wonderful spring scenery
The rapeseed flowers blooming next to Beilian Village, stretching for tens of thousands of acres, are like a beautiful rural landscape painting . This is a paradise for rapeseed flowers and a place to let your soul fly. There is no dust and hustle and bustle of big cities here, only the fragrant earth smell, simple folk customs and the quiet life of modern new rural areas. After being in a cage for a long time, you can return to nature. When the rapeseed flowers turn yellow, students can experience the breath of spring.
Lead students into nature during practical activities, feel different scenery in different seasons, and experience different emotions. This kind of experience is difficult to achieve in textbooks. Once Chinese learning becomes a kind of consciousness, students will change from passive recipients to active participants, and even have a rich and colorful Chinese life.
In short, actively using and striving to tap our local cultural resources in Chinese teaching can enrich our teaching content, optimize the Chinese teaching structure, enhance the interest of classroom teaching, be close to students' lives, and broaden students' learning horizons , activate students' learning emotions, thereby improving students' Chinese literacy and cultivating students' love for their hometown.