Study On The Teaching Of Foreign Literature Works In Senior Chinese From The Perspective Of Cultural Understanding

Foreign literature is an important part of world literature and a comprehensive display of local customs,natural environment.By reading and appreciating foreign literary works,students can broaden their cultural horizons,enhance their cultural self-confidence,and enhance their cultural taste.At present,there are such problems: individual teachers in teaching foreign literature,teaching methods are single,teaching research is insufficient,ignore the characteristics of foreign literature,think that it is not different from the works of the same genre in China,the mode of resolving reading is serious;the proportion of foreign literature in the educational investigation system is low,the content of the investigation is uneven;because of the different ethnic differences and historical background,there are many obstacles to the students' understanding of foreign literature works,it is easy to ignore the author's position,writing ideas and the background of the times,and can not restore the historical context,Interpretation and piecemeal knowledge framework can easily lead to the solidification of students' thinking.Therefore,leading students into foreign countries from the perspective of cultural understanding and understanding the social style,language habits and cultural traditions in a specific historical period not only highlights the construction and application of language and characters,but also cultivates students' conscious cultural understanding and inquiry ability from the level of text reading,and promotes students' diverse cultural cognition.The concept of cultural understanding in this paper is rooted in the Chinese teaching environment and contains two levels of meaning.Shallow meaning is the cultural restoration of text knowledge,that is,the cultural understanding of alreadyness.In the course of teaching,teachers restore historical stories through the narrative means of cultural understanding,make students return to that strange and distant age as far as possible,reshape the author's creative background,writing ideas and living environment,and guide students to think about the cultural meaning behind semantic knowledge,so as to further understand the meaning of the text of the textbook.The deep meaning is the dialogue between narration and non-personal narration,that is,expectant cultural understanding.Students should not only place themselves in the "environment" of cultural restoration,but also transcend the text language symbols,return to the real present world,connect the historical world,the social world and the inner world of themselves,and form their own meaning space.In order to make better use of the perspective of cultural understanding in the teaching of foreign literary works,the author takes the text of "hundred years of loneliness "," the man in the sleeve" and "resurrection" as the carrier,analyzes the goal,process and necessity of foreign literature and culture understanding teaching.Based on this,the author puts forward the teaching strategy of cultural understanding of foreign literary works in senior high school,in order to be helpful to the teaching research of foreign literary works in the field of cultural understanding.The first is to develop cultural understanding consciousness and strengthen cultural orientation: Chinese teachers should arm themselves with correct cultural understanding and educational ideas in order to regard respect for multiculturalism as the basis for thinking in various teaching links,such as text interpretation,teaching activity design,classroom practice,etc.To help students establish an open and inclusive cultural understanding and learning concept,and to endow foreign cultures with spreading vitality.First of all,we should study and explore the high school Chinese teaching materials compiled by the Ministry;secondly,Chinese teachers can combine the characteristics of foreign literary works,explain them from the vertical angle of style,subject matter,author,etc.,and compare Chinese and foreign literary works under the same theme content,stylistic characteristics and artistic techniques horizontally,integrate multicultural factors from the perspective of cultural understanding,and taste rich and diverse cultural connotations;In addition,the teacher's excavation of the cultural viewpoint of foreign literary works in the group classroom can also help students to compare and analyze the common points and differences of various cultures in a limited time,so that students can construct the perspective of cultural understanding in active inquiry.The third is to explore multiple teaching methods to awaken students' cultural experience: teachers can strengthen the interpretation of background knowledge,break the cultural gap in the recognition and understanding of the historical and social values of works,and build a bridge for cultivating students' cultural understanding consciousness.In addition,Chinese teachers should strengthen the guidance of students' in-class and extracurricular reading,set up a platform for students to communicate with multicultural interaction and dialogue,and cultivate students' open cultural understanding thinking.In a word,teachers should treat the cultures of different countries and nationalities from the perspective of cultural understanding and tolerance,examine and criticize the multicultural factors in foreign literature with dialectical vision on the basis of respecting history,abandon and correct the negative elements,inherit and carry forward the excellent parts.