"For teachers, the primary problem in using Chinese textbooks is how to make Chinese textbooks teachable." (1) Many teaching problems occur because some teachers make mistakes in the positioning of "what to teach" and "how to teach". Mr. Wang Rongsheng put forward four concepts in the book "Fundamentals of Chinese Curriculum Theory": finalized text, example text, sample text and practical text, which made us suddenly enlightened: "finalized text" refers to the articles specified in the Chinese syllabus or curriculum standards, mostly excellent works of world and national culture and literature; Taking "Example" as an example, this paper explains the law and style of "* * *" and serves the facts, concepts, principles, skills, strategies and attitudes of the outside world about poetry and its writing and reading. "samples" can be replaced by other materials, all of which are read and written; "Peacetime" is not learning literature, but mainly using the core things in the selected literature or engaging in related Chinese learning activities. "Chang" includes three types: Chinese knowledge literature, topic-induced literature and information-providing literature.
Mr. Wang mainly expounded four kinds of selected works from the perspective of multi-angle analysis of comparison between China and foreign countries. In the following, the author talks about how to identify and classify the selected texts and the teaching practice of the corresponding four types of selected texts in combination with the selected texts of senior high school Chinese textbooks published by People's Education Publishing House in 2004.
(A) how to identify the type of a short passage.
First of all, with reference to Mr. Wang's above description of the four types of selected articles, the overall impression of the selected articles is given a positioning.
Secondly, we should break through the traditional teaching set when identifying. The traditional teaching of Cao Yu's Thunderstorm mainly focuses on the following aspects: individual language, the role of environment, sharp drama conflict and so on. This kind of teaching around the conflict between characters, environment and drama is obviously based on Thunderstorm. In this way, its unique charm as a "classic" has completely disappeared, just like a beauty, whose enchanting voice is destroyed and her skin is lost. Although some teachers are verbally positioned as "classics", their actual operation is still attributed to "role models".
Third, as far as a single article is concerned, it sometimes seems that it can be divided into two categories. At this time, we should put this article in the whole unit environment, because the compilation of teaching materials subjectively tries to consider students' learning psychological order and subject logical order. We can use unit tips or after-class questions to capture the intention of writing this selected article. For example, Lu Xun's "Takeism", which has been retained in all previous textbook reforms, is no exaggeration to say that it is a "stereotyped article". However, the People's Education Edition requires 4 to put it in a unit with "the love between parents and children", "the historical process of language life" and "two short articles", and the last three articles are "samples".
Here, the author distinguishes the selected text types of compulsory 1 ~ compulsory 5 in People's Education Press, and the statistics are as follows:
Final draft: required 1: Qinyuanchun Changsha, Rainy Lane, Farewell to Cambridge, Wild Goose River-My Nanny, Five Chinese and Foreign Short Poems, Preface to Lanting Collection, Red Wall Fu, A Book of Mountain and Pei Xiucai, Travel Notes of Baochan Mountain.
Compulsory 2: Two Poems of Li Sao, Three Poems of Peacocks Flying Southeast, The Battle of Candles Defeated Teacher Qin, Jing Ke Stabbed the King of Qin, The Hongmen Banquet and Zhao Gong Slayed Li.
Compulsory 3: Lin Daiyu entered Jia's house, blessed, went out at the age of 18, the old man and the sea, and the road to Shu was difficult, three poems by Du Fu, two poems by Pipaxing and Li Shangyin. I was in the countryside, persuading students to study, and discussing the poems by Du Qin and Li Shangyin.
Compulsory 4: Yuan, Thunderstorm, Farewell to Changting, Hamlet, two poems by Liu Yong, two poems by Su Shi, two poems by Xin Qiji and two poems by Li Qingzhao.
Compulsory five: Lin's Snow Mountain Temple, The Man in the Cover, Border Town, Oh, Xiangxue, Looking Back and Coming, Preface to Wang Tengting, Wandering and so on.
Example: required 1: in memory of speeches by Mr. Liu Hezhen Jun, Mr. Bao Di and Mr. Liang Rengong, two news articles by mr jin yuelin, contract work, searching for Shi Chuanxiang-revisiting the spiritual plateau, and space navigation.
Compulsory 2: Moonlight on the Lotus Pond, Autumn in the Old Capital, Prison Green, Walden Lake, Speech as President of Peking University, I Have a Dream, Speech at Marx's Tomb, Review and Prospect of Modern Science Entering China.
Compulsory 4: Biography of Lian Po and Lin Xiangru, Biography of Su Wu, Biography of Zhang Hengchuan and Biography of Li He.
Sample: Compulsory 3: The mystery of animal games, the frontier of the universe, butterflies and their legends, an educational course for physicists.
Compulsory four: Takeism, the love between parents and children, the historical process of language life, and three essays.
Compulsory 5: China's architectural features, society as a living body, fingerprints and the future of the universe.
Component: Compulsory 5: Chew words, Meng Haoran, talk about konoha, talk about China's poems.
As can be seen from the above identification, compulsory 1 ~ compulsory 5***80 selected texts. 44 "fixed articles", accounting for 55%; "Examples" ***20, accounting for 25%; "sample" *** 12, accounting for15%; "Use" ***4 articles, accounting for 5%.
It can be seen from the proportion of four types of selected texts that the key tendency of Chinese macro-teaching in senior high school is "fixed texts" accounting for 1/2, which means increasing the depth, breadth and difficulty of students' reading appreciation, because "fixed texts" are famous works with rich connotations, and often a work involves many aspects. Taking Peacock Flying Southeast as an example, it can be interpreted from many angles: the love motif of life and death, the hierarchical discrimination between the two parties in marriage, the comprehensive view of women's morality, the multi-angle interpretation of characters, the aesthetic criticism of the bright color treatment at the end of tragedy, and China's traditional view of love pursuit, such as "I would like to be a lovebird in the sky, and I would like to live together on the ground, with two branches in one tree." . On the basis of the accumulation of students' existing literature and culture, the teaching of "fixed articles" creates a certain space for students' reading appreciation ability.
Compared with junior high school, the proportion of "model essay" in senior high school is greatly reduced, which reflects the change from knowledge to ability. In addition to continuing the development of reading and writing of landscape prose involved in junior high school, the "sample essays" in senior high school mainly increase reading and writing training from four styles: news, reportage, speech and ancient biography.
The "sample" selection has two units, both of which are explanatory articles, which are more suitable for the information needs of the contemporary information society.
"Usage" only involves a kind of "Chinese knowledge", which closely follows the characteristics of Chinese subject and cultivates students' ability to carry out Chinese research in depth.
(b) Four types of selected texts are determined for better teaching. In actual teaching, how should teachers teach each type of text?
First, the "fixed article" elective teaching
The teaching purpose of "Fixed Text" is to learn the rich meaning of "Jing" and to understand and appreciate the selected texts of "Jing".
"The text interpretation of literature can be axiomatic, reasonable and free, producing different reading effects, which naturally constitutes a history of reading effects." ② This "effective history" is understandable to ordinary readers. The question is whether this "effective history" can make it dominate the classroom? The answer is no, the classroom is about justice, and women are talking about truth. After several years of precious time, how much can students' ability be improved? Students come to the classroom to take shortcuts. "Classic" learning is to immerse students in these poems and internalize (understand and appreciate) those poems that have been explained according to authoritative instructions. This is the "imitation structure" defined by A.C. Purves, "according to the established excellent standards of history and culture, master the deep structure of excellent cultural and literary works." (3) "Classic", even a short poem, has almost infinite implications. Bian Duanzhang: You stand on the bridge and watch the scenery/people who watch the scenery stand on the bridge and watch you/the bright moon decorates your window/you decorate other people's dreams. Love poems, unrequited love poems, unrequited love aesthetic tendency (Plato's love) and relative philosophical concept poems can be interpreted in just two sentences. Not only that, but its generating significance will be constantly regenerated with the change of interpretation angle. Classics, like many infinite connotations, are definitely not taken for granted by a teacher, some textbook writers and teachers' reference developers, nor by students. They should be "classic" authoritative explanations selected by experts and researchers such as culture and literature, and teachers use these authoritative explanations to "edify" students. Of course, we don't deny that some teachers, textbook writers, teachers' reference materials developers, and students with profound knowledge of literature and culture will have an academic frontier understanding of "classics", but if these are to be regarded as "classics", they must first be recognized by the academic community.
Our teacher is the person who leads students to take shortcuts, that is, to build a platform that is most conducive to students and experts and scholars to interpret the "finalized article". So how can we get the authoritative explanation from experts and scholars? Teachers can use two methods: one is to consult relevant books, and the other is to use modern information technology to obtain relevant information, especially from online academic journals, which also requires teachers to have considerable literary literacy to identify. When collecting data, we should pay attention to two points: first, authoritative interpretation is not necessarily related to the time of publication; Second, the text can be interpreted in many ways, and there are a lot of arguments in academic circles, and teachers must also show them to students. Third, there is a time limit for authoritative interpretation. Once there is a more authoritative interpretation of this aspect, teachers should not stick to the rules, but should stick to the academic preface, and teachers' professional quality should also keep pace with the times.
So does the teacher just send the authoritative interpretation materials of these experts and scholars to the students? No, the teacher has to summarize the relevant materials before he can "teach". Teachers should first study these explanations in depth, and effectively combine their essence to show them to students in limited classroom time. In the process of exhibition, teachers should give full play to their functions of explanation, guidance, communication and confusion. After class, teachers can also send reference materials to students to broaden their horizons. With the accumulation of students' learning of classics, their literary and cultural attainments will continue to improve, and the level of interpreting classics will also continue to improve. Teachers can organize students to interpret classics themselves from time to time, and teachers must make comments and evaluations.
Second, sample writing teaching is to find out "* * * similarity law" and "* * * communication style" from "sample writing". What should "model essay" give to students? Teachers must position themselves when preparing lessons. In addition to learning the text itself, you can also refer to the unit tips and effective information in the after-class questions. For example, the compulsory unit 1 after-class questions are set around the description of the scenery, so that we can determine the general direction of this unit. "Example point" is the description of scenery, and each specific article has its own emphasis. Moonlight on the Lotus Pond calls for a variety of feelings and writes about scenery with changeable rhetoric. In the autumn of the ancient capital, care for life with true feelings; Prison Green examines landscapes and objects from the perspective of life. The vivid and detailed scenery of Walden Lake. Secondly, in the teaching of text selection, it can also be spread radially according to "example points". Some similar materials can be supplemented appropriately: it is best to choose instant materials for news reportage units and historical figures familiar to students for ancient biographies units. You can also organize related activities around "examples": with the speech unit, students can watch some famous speeches at home and abroad, write their own speeches and organize speech competitions.
Third, the teaching focus of "sample" selection is to borrow the external knowledge contained in "sample" selection, with emphasis on reading and writing methods. Because it is external, it is established, but knowledge must be realized through text, so it is produced in the process of students' learning. Therefore, the focus of teaching is on these newly generated knowledge, rather than the already mastered knowledge and experience. Explanatory articles are selected from "Sample" of senior high school. They are not selected for students to study animals, the universe, butterflies, architecture and so on. But how to read and write explanatory articles, not to understand simple explanatory methods and functions, but to extract information from explanatory articles effectively and accurately. In the teaching of "sample selection", if the teacher thinks that the selection of "sample" provided by the textbook is inappropriate, he can also find other articles to replace this sample, which can also achieve the teaching purpose.
Fourth, the teaching of material selection of Practical Parts The core content of material selection of Practical Parts is the focus of teaching, and the design of teaching links should always be reflected in "use". You can also "use other articles and other media to make your knowledge clearer, easier to understand and more effective." ④ To teach chewing words, you can set up links such as appreciating words, scrutinizing and grinding, explaining words, modifying words in composition, and knowing how many words are misused. Professor Meng Haoran can help students understand Meng Haoran's life, appreciate some of Meng Haoran's poems, and read Wang Huibin's Research on Meng Haoran and Wang Shiyuan's Preface to Meng Haoran's Collection. Teaching Shuo Mu Ye can not only fully understand the poems and sentences about "Mu" and "Ye" in the selected text, but also inspire students to find other sentences containing "Mu" and "Ye" and truly appreciate their different aesthetic feelings. When learning to talk about China's poems, there are countless links that can be carried out around China's poems. Students can also read China's Ci Poetry from Western Literary Theory and Xu's Wandering Poems between China and the West.