From Text To Culture:Study On The Language Teaching Of Classical Chinese In High School

With the increasing emphasis on the traditional culture of the society,along with the proposal and research of the Core Competence of the Chinese Discipline,the language teaching of classical Chinese pays more and more attention to the teaching from the cultural aspect,and the relationship between language and culture of the classical Chinese is inextricably linked.Classical Chinese is the carrier of culture,and culture is the foothold of classical Chinese.Therefore,in the language teaching of classical Chinese,it is necessary to explore in detail how to trace and inherit the cultural connotation starting with the text.The main content of this thesis is divided into five chapters.The first chapter explores the relationship between text and culture in the language teaching of classical Chinese.The second chapter analyzes the problems in the current language teaching of classical Chinese.The third chapter,the fourth chapter and the fifth chapter explore the language teaching strategies of classical Chinese with infiltration of cultural education from the language aspect.First of all,through the analysis of the relationship between the text and culture in classical Chinese,we can clarify the relationship.In classical Chinese,students can feel the charm of the text through language,perceive the profound mysteries of the author’s wording and phrasing,and deeply understand the cultural connotations of the author’s thoughts and the ancient outstanding ideological qualities that deserve learning.They can be influenced by excellent culture.Therefore,they can inherit and develop the excellent culture of the Chinese nation.However,there are still some problems in the actual language teaching process of classical Chinese in high school: language teaching of classical Chinese stops at knowledge or empty-talk culture,but does not originate from the language itself,and there also exists a simple combination of knowledge and cultural connotation.These problems reflect that some teachers do not really understand the cultural value contained in the words of classical Chinese and have a one-sided understanding of the language and ideological culture of classical Chinese.Text is the carrier of culture.To truly seek and feel the spiritual culture of classical Chinese in high school,we must start with the text.As for the major classical Chinese words,we can use the method of Xing Xun to seek their origins or conduct synonymous discrimination based on the knowledge of Exegetics,which can not only help students understand and memorize the words,but also help students learn about the corresponding cultural common senses.At the same time,these common senses can be used in conjunction with the content of the articles to make students perceive the profound mysteries of ancient Chinese culture and understand the author’s thoughts.Secondly,we can pay attention to special language such as cultural words,foregrounding language,and function words in classical Chinese,which will help teachers and students find the incisions and ideas of the author’s thoughts in the process of language teaching of classical Chinese and then gradually feel the volition through special language.In addition,it is necessary to pay attention to reciting and reading teaching in language teaching of classical Chinese,which is conducive to students spontaneously perceiving the thoughts of the articles.Through effective reciting and reading of classical Chinese,students can express their understanding while sensing the author’s thoughts.This understanding and cognition are active and effective.It is the students’ sublimation of the interpretation of the article and the spiritual exchange between the students and the work.Through case analysis,we can find that exploring from text to culture is the basic requirement for the language teaching of classical Chinese.The three chapters of the thesis are about strategies,which are from the exploration of the basic form and meaning of the language to the deep understanding of the cultural emotions contained in the words,finally through reciting and reading to further understand and perceive the language.All of these strategies are conducive to students moving gradually from unconscious culture perception to conscious self-exploration.And these are conducive to the gradual implementation of cultural infiltration and inheritance in the language teaching of classical Chinese.