Chinese abstract
my country’s traditional chanting culture has a long history. Historical experience has proven that reciting is an effective and important way to appreciate ancient poetry with unique national style. However, since the beginning of the 20th century, due to the influence of the times, recitation has gradually disappeared from ancient poetry classes. Currently, as people attach more importance to traditional Chinese studies and other classic cultures and reflect on Chinese teaching, reciting has once again become one of the hot topics in the Chinese teaching community. However, in primary school Chinese teaching, teachers lack attention to and exploration of chanting teaching. In order to explore effective teaching methods of ancient poetry in primary schools and fully improve primary school students' ability to recite, read and memorize classic ancient poetry well, this article will first analyze the requirements and current situation of teaching ancient poetry in primary schools, and then from the perspective of psychology and ancient poetry Elucidate the advantages of the recital teaching method in primary schools, and finally explore the reciting teaching methods suitable for primary school students through the analysis of actual lesson examples.
Keywords: primary school, ancient poetry, reciting teaching
Introduction?
Reciting is one of the essences of our country’s traditional Chinese studies and is inherited from all generations of China. The essentials of classic ancient poetry. Recitation is not only a language, culture and art with a long history, but also an art of teaching ancient poetry. The famous Chinese educator Yu Yi once recalled the scene of learning ancient Chinese in "Yiyi of the Past": "The Chinese teacher likes to read aloud when teaching ancient Chinese... The teacher's head and shoulders swayed from side to side when reading, which is really sad and generous. As students, we Patriotic enthusiasm arose spontaneously... The teacher read aloud and entered the role, with a deeply moved look in his eyes. This emotion infected the whole classroom, and everyone was deeply moved. "[ Jiangsu Education Press. Past Events Yiyi. Chinese (Seventh Grade Volume 1) [M]. Jiangsu Education Press. 2001.70] It can be seen that Teacher Yu Yi’s Chinese teacher uses chanting to impart knowledge. Recitation teaching has a particularly prominent role in regulating the classroom atmosphere and edifying the situation of ancient poetry.
However, until now, many teachers still don’t know what reciting is, thinking that reciting is just reading aloud commonly used in Chinese classes. Therefore, before elaborating on the application methods of chanting teaching in this article, the author believes that it is necessary to clearly explain the connotation of chanting. Only by clarifying the concept of recitation can we distinguish the essential difference between good recitation and recitation, and then use good recitation as a traditional reading method to practice in teaching ancient poetry in primary schools.
What is chanting? In modern times, Zhu Ziqing wrote about the content of Chinese reading aloud teaching. According to the different content of the text, he divided into differentiated reading methods of "chanting", "yining", "reading" and "speaking". Regarding chanting, Zhu Ziqing pointed out that "yining" requires "paying attention to the tone and rhythm" [Zhu Ziqing. On reading aloud. The Complete Works of Zhu Ziqing (Volume 2) [M]. Jiangsu Education Press. 1996.5]. Especially in ancient poetry, "yining" should be used "Lord. Professor Chen Shaosong compared reciting to: "Reciting refers to reading with a long tone like singing" [Chen Shaosong. Reciting Ancient Poems [M]. Social Sciences Literature Press. 2002.7-8]. Just like Teacher Yu Yi's Chinese teacher, people who have received ancient private school education will read in an elongated form that resembles singing. Teacher Xu Jianshun, who has recently been active in the front line of chanting teaching, understands chanting as "the combined name of 'chanting' and 'reading'. The concept of 'chanting' refers to poetry and rhyme, and can even be used as a proxy for poetry and rhyme." [Xu Jianshun. Preliminary exploration of the rules of recitation. Reciting classics, loving China - Proceedings of Chinese Reciting Week [C]. Beijing. 2009] This paper explores reciting teaching methods suitable for primary school students, so as to facilitate the promotion of reciting From the perspective of attracting primary school students to recite, the author tends to use Professor Chen Shaosong's general definition of recital - reciting is more like a singing-like reading method. The author believes that chanting can be defined as a traditional reading method that pays attention to rhythm and the charm of ancient prose.
In fact, chanting pays attention to its unique phonological rhythm, which makes it even better in reading ancient poetry. However, due to social and historical reasons, chanting once disappeared from the Chinese teaching classroom. It was not until recent years that the country paid attention to the tradition of Chinese studies and discussed the reform of quality-oriented education courses, and reciting has once again become one of the important ways for modern people to appreciate and create poetry.
The new curriculum standard’s suggestions for the teaching of classic poetry are: “Read excellent poetry and pay attention to appreciate the content and emotion of the work through intonation, rhyme, rhythm, etc.” [Wen Rumin Chao Zongqi. Interpretation of Compulsory Education Chinese Curriculum Standards (2011 Edition) [M]. Higher Education Press. 2012.141]
Looking back at the current teaching of ancient Chinese poetry in my country, teachers focus on recognizing the words and interpreting their meanings but neglect the appreciation of the phonology and artistic conception of the poems. The teaching form is relatively monotonous. , students showed poor teaching effects such as low interest in ancient poetry and low ability to appreciate ancient poetry. Fortunately, some experts, scholars and first-line teachers in the Chinese language field, such as Mr. Ye Jiaying, Professor Chen Shaosong, Teacher Dai Jianrong, Teacher Xu Jianshun and Teacher Chen Qin, have seen the value of recitation and brought recitation into Chinese teaching practice. .
Despite this, in the field of primary school teaching, chanting teaching, as one of the important practices in the development of quality education, has received relatively little attention and exploration. Therefore, this article will take primary school recitation teaching as the starting point, and first analyze the current requirements and current situation of primary school ancient poetry recitation teaching. Secondly, from the perspective of promoting the understanding of ancient poems and prose, the author analyzes the advantages of recitation teaching in primary school students' psychological and physiological acceptance abilities. Finally, this article will use actual recitation lesson examples to illustrate scientific and effective new recitation teaching methods suitable for primary school students
1. The requirements and current situation of recitation teaching of ancient poetry in primary schools
1.1 The requirements of the Chinese curriculum standards for the teaching of ancient poetry recitation in primary schools
The goal of the knowledge and ability of ancient poetry teaching in primary schools is to master the words, appreciate the beauty of the language, and then deeply understand the charm of the poetry; but to achieve the goal of poetry The emotional attitudes and values ????requirements of teaching are more worthy of the majority of teachers to study hard. "The process of teaching ancient poetry in primary schools is the process of appreciating beauty." [Wen Weiguo. A brief analysis of the role of recitation in the teaching of ancient poetry in primary schools [J]. Examination Weekly. 2014(53): 4] The author believes that the teaching of recitation of ancient poetry As a practice for innovative Chinese language classes, teachers must analyze the goals of the new curriculum standards for teaching reading of classical poetry and other excellent works, starting from the overall goals of the new curriculum standards, the new curriculum standards' evaluation mechanism for primary school students' reading skills and methods, and the teaching of ancient poetry. , find the compass for primary school ancient poetry recitation teaching.
1.1.1 The goals of the new curriculum standards for primary school reading methods and skills
1. The overall requirements of the new curriculum standards
In the discussion of Chinese curriculum reform, Experts re-reflected on the characteristics of the Chinese subject and realized that it was necessary to absorb the essence of traditional Chinese language education for thousands of years and explore the correct path for the development of Chinese education. Therefore, the overall requirements in the "Compulsory Education Chinese Curriculum Standards (2011 Edition)" are put forward: "Have the ability to read independently and pay attention to emotional experience." [② Wen Rumin Chao Zongqi. Compulsory Education Chinese Curriculum Standards (2011 Edition) Interpretation [M]. Higher Education Press. 2012.139-141] The above ideas of the new curriculum standards focus on the practical instrumentality of Chinese language and the humanistic nature of reading, so as to enhance students' initiative and dominant position in reading. On the other hand, chanting has been passed down for thousands of years, so there must be something reasonable about it. As a traditional Chinese reading method, recitation not only demonstrates the breadth and depth of ancient Chinese poetry, but also uniquely uses the length of sounds, changes in pronunciation and other phonological angles to enter the realm of poetry in an alternative way, which is the emotional experience emphasized in the new curriculum standards. In the past, private school teachers only allowed students to understand the meaning of poems by themselves while reading. Therefore, the individual reading experience contained in chanting also meets the requirements of the new curriculum standards. The teaching of ancient poetry in primary schools can also use recitation to understand the meaning of ancient poetry and clarify the feelings of poetry.
2. The new curriculum standards’ requirements for primary school students’ reading methods and skills
For primary school students, the reading methods stipulated in the new curriculum standards are mainly to strengthen reading skills. To be able to "read the text correctly, fluently and emotionally."
"[③ The People's Republic of China and the Ministry of Education. Compulsory Education Chinese Curriculum Standards (2011 Edition) [M]. Beijing Normal University Press. 2011.11] Among them, the new curriculum standards particularly recommend the reading method, and are as follows for primary school teaching Regulations: “Recite excellent poems and essays, and pay attention to appreciate the content and emotion of the works through intonation, rhyme, rhythm, etc. "[④ Ye Jiaying. The aesthetic characteristics of Chinese classical poetry [J]. Journal of Henan University (Social Science Edition). 2012 (05): 108] From the above regulations, it can be seen that the new curriculum standard uses "tone, rhyme, and rhythm" It can be seen that the new curriculum standard incorporates the advantages of classical recitation and advocates the tendency of returning the teaching of ancient poetry to the recitation itself. The ancients paid great attention to "seeking meaning based on sound" when creating poetry, and reciting can restore it. The original emotional appearance of poetry. Although the new curriculum standard does not make a clear distinction between reciting and reading aloud, it is not difficult to find that the new curriculum standard still favors traditional Chinese recitation methods for the reading of ancient Chinese poems and essays, rather than Western reading methods. The way of reading aloud. Mr. Ye Jiaying proposed that “recitation is an important way to gain a glimpse of the beauty of Chinese classical poetry. "[] In the article "The Aesthetic Characteristics of Chinese Classical Poetry", Mr. Ye Jiaying used examples such as the intonation and reading of Chinese words to concretely and poetically explain the close connection between classical poetry and recitation. The author believes that "Yin" and "Yin" "Recitation" and ancient poems belong to the same family. To meet the reading requirements of ancient poems in the new curriculum standards, primary school students must also use the characteristics of recitation to understand the meaning of poems through repeated readings.
1.1.2. The new curriculum standard’s evaluation objectives for primary school students’ learning of ancient poetry
The new curriculum standard proposes for the teaching of ancient poetry, “Evaluate students’ reading of ancient poetry and simple classical Chinese, focusing on students’ memorization accumulation, lexicon, syntax, etc. The concept of "is not included in the examination content" [Wen Rumin Chao Zongqi. Interpretation of Compulsory Education Chinese Curriculum Standards (2011 Edition) [M]. Higher Education Press. 2012.160], that is, the new curriculum standards hope that the majority of Chinese teachers will return to reading ancient poetry without utilitarianism. However, many teachers have a one-sided understanding of the above-mentioned evaluation of the new curriculum standards and believe that the assessment of ancient poetry focuses on memorization. It is true that memorization is an important criterion for the evaluation of ancient poetry, but for primary school students, if they are new to ancient poetry. Wouldn't it go against the original intention of teaching ancient poetry if it is boring to memorize it first? Therefore, the new curriculum standard proposes to improve students' interest in reading, focusing on the cultivation of language sense and emotional understanding experience. It also deepens the understanding of the literary meaning of the poems, and the recitation must be a teaching method that is full of fun and twice as effective. The author has practiced reciting teaching in a third-grade class. After the class, it can be found in the students' feedback that the students have basically achieved the goal. The effect of memorizing ancient poems happily, being able to memorize them, and reciting them well
1.2 The current situation of ancient poem recitation teaching in primary schools
The Chinese Recitation Society has opened a new chapter in the teaching of ancient Chinese poems. The Chanting Society aims to carry forward traditional chanting and is always at the forefront of chanting teaching. They regard the Chinese language classroom of young people as a crucial frontline for inheriting traditional chanting, and carry out extensive "chanting into campus" activities. , so that the seeds of ancient poetry recitation teaching can be spread to teachers and students. In the process, some famous recitation teaching examples have emerged, such as "Quiet Night Thoughts" and "Ping Chang" by Shanghai special teacher Dai Jianrong. The combination of oblique short sentences and half-reading and half-singing is the biggest feature of teacher Dai Jianrong's ancient poetry recitation teaching." [Liu Pan. Research on reciting ancient poetry in primary schools [D]. Sichuan: Sichuan Normal University. 2015.] Recitation teaching has created a new era In addition to Teacher Dai’s unique ancient poetry teaching class, there is also the unique teacher Chen Qin who has created a “plain reading” class, which brings a refreshing and refined style to recitation teaching, such as "Quequa (Two Orioles)". "Ming Cui Liu". In the lesson "Quequa", teacher Chen Qin fully integrates the traditional charm of recitation with the fun of primary school recitation. In the midst of the teaching craze, both members of the Chinese Chanting Society and famous teachers on the road of exploring chanting teaching are working hard to bring out the true glory of this Chinese cultural treasure.
Behind this set of teaching concepts is a reflection of teachers’ lack of profound literary background and weak language skills. Primary school Chinese teachers mechanically apply teaching models and ignore the status of recitation. This not only does not help students grasp the beauty of the meaning of each ancient poem, but also stifles students' ability to think independently and understand poems. The single classroom format makes students passive recipients, and also causes primary school students who have a strong desire for knowledge, strong curiosity, and active thinking to feel boring, which "severely dilutes the artistic conception and charm of poetry." [Chen Zhuhuan. Innovative practical forms of ancient poetry recitation teaching in primary schools [J]. Oriental Education. 2014(7): 228]
Secondly, through the “creation of new independent, With the concept of "cooperative and exploratory Chinese classroom", some primary school teachers turn the classroom into a formal "multimedia one-man show" or "student one-man show". For example, some teachers do not treat multimedia usage strategies correctly and use excessive multimedia technology to create a situation for learning ancient poetry. On the surface, the classroom is "lively", and students are impacted by intuitive "edification" such as pictures and videos. In fact, for primary school students whose identification and self-control abilities still need to be strengthened, it is easy for the rich and colorful "scenes" created by multimedia to obscure the true connotation of ancient poetry. The teaching of ancient poetry should mainly focus on strengthening the love for mother tongue culture and feeling the charm of language and characters. However, using the fancy of multimedia technology to crowd out students' independent thinking and experience will do more harm than good to primary school students.
The reason why some primary school ancient poetry classes are compared to "students' one-man show" is because some teachers misunderstand the "autonomy, cooperation, and inquiry" spirit of the new curriculum standards. The "autonomy, cooperation and inquiry" classroom of the new curriculum standard is an integration of the three and they are complementary to each other. It emphasizes respecting students' individuality, independent thinking and focusing on listening and communication. For example, when teaching "The spring breeze turns green to the south bank of the river", in order to allow students to appreciate the wonderful use of the word "green", you can compare it with the words "to" and let students explore by themselves and put forward their own understandings; you can also use it through reading Pingqi comes with some interesting teachings, but they also have different approaches but the same effect. However, many teachers simply understand the "exploratory and cooperative nature" of appreciation classes as discussions between groups. The simple meaning of recitation is "reading". As long as students are allowed to speak more and read more in class, they can understand the poems and improve their performance. The effect of completing the recitation task. Therefore, reading for the sake of reading often appears in the teaching of ancient Chinese poetry. For example, there are many forms such as group reading, personal characteristics reading, male and female group reading, etc. It is believed that the initiative in the classroom is returned to the students. Even if the teacher asks students to pay attention to the starting point of reading aloud, there is no doubt that the teacher's guiding role is not reflected in the reading process, and the lack of timely guidance leads to the students "reading" ancient poems by heart, but they have to talk about the charm of the poems. , but only said a few words, stiff and incomprehensible.
2. Advantages of recitation teaching in primary schools
How to teach ancient poetry in primary schools so that students can learn efficiently and achieve the purpose of "learning with pleasure" has become a question that today's primary school Chinese teachers must think about . In the context of examinations, teachers will also abandon some ancient poetry teaching methods worth trying for the sake of high scores for students, under the pressure of tight classes and heavy course content. The author believes that compared with the traditional teaching method of ancient poetry, which has poor teaching effect, reciting can not only respect the subject status of students, but also simplify the complex teaching process.
Teachers Chen Qin and Dai Jianrong, who are the leading teachers in primary school recitation classes, are able to successfully implement recitation, and their teaching methods are indeed worthy of careful consideration by teachers. On the other hand, chanting teaching can be passed down for thousands of years and endure for a long time, and it plays an extraordinary role in the literary cultivation of ancient people. The two famous teachers can learn from the ancients, take the essence and discard the dross, start from the scientific laws of the physical and mental development of modern primary school students, and learn from the essence of chanting teaching, so they can correctly grasp the pulse of chanting teaching.
2.1 From the perspective of primary school students’ learning psychology
Today’s rapid development of material culture, colorful social life, and accelerated pace of life also affect the learning methods of primary school students. News reports have pointed out that the average annual reading volume of Chinese people is significantly different from that of developed countries.
In the environment of exam-oriented education, contemporary primary school students spend more time reading books on highly utilitarian subjects, but less time reading classic books such as ancient poems and essays. Some people have even pointed out that for primary school students, "it is even more impossible to calm down and read ancient poems. The literary accomplishment of modern students is shameful." [Liu Pan. Research on reciting ancient poems in primary schools [D]. Sichuan: Sichuan Normal University. 2015.] Ancient poetry is a classic culture that is far away from contemporary primary school students. In order to attract the majority of primary school students to be interested in ancient poetry and improve the overall literary quality of primary school students, reciting is undoubtedly the most commendable teaching method.
Constructivist psychology believes that the acquisition of knowledge is a process of active construction by the mind. To successfully complete the process of constructing knowledge, it is not about simply piecing together materials, nor is it just about loading, storing and retrieving information. , but to build a bridge between old and new knowledge or experience. The teaching method under the guidance of the concept of constructivism focuses on the guiding role of teachers and provides students with materials to build knowledge, and the absorption process of materials relies on students' personal use of materials to construct. In other words, constructivism advocates students' self-feeling and reflection during learning. From the perspective of learning materials, classic ancient poems are rich in connotation and profound in artistic conception, and are suitable for repeated reading; from the perspective of recitation teaching, using the charm of sound to create poetic meaning hidden under the words, that is, reciting is like using the smooth charm of voice Use familiar words to build a bridge for alternative interpretation of ancient poetry. Liu Zhenfu, an expert in Chinese education, pointed out, “If recitation is to achieve reading, it must be driven and supported by passion, pride, affection, tragedy, joy, and anger, and then it must be expressed with appropriate pronunciation and intonation.” [Jiangsu Education (Jiangsu Education) Primary school teaching). Research on the teaching of ancient poetry [J]. 2011 (11): 63] Suhomlinsky also emphasized that the learning process must especially respect children’s desire for successful acquisition and provide children with active exploration Learned chances of success. Starting from the constructivist view of learning, in the teaching of ancient poetry recitation, teachers can grasp the psychological characteristics of children's recitation and find the inner connection between words and sounds, thereby creating the emotions gained by students' active recitation in the classroom. experience. Reciting teaching fully mobilizes the eyes, mouth, hands and opens the brain to think, that is, it mobilizes students' hearing, vision, touch and feeling to experience all aspects of ancient poetry. This is equivalent to preparing learning bricks for students before learning ancient poems. As long as the teacher gives timely guidance when reciting, the teaching effect will be twice the result with half the effort.
Secondly, there is a view in educational psychology that respecting the individual differences of students in their age groups and teaching based on student differentiation can promote students' free and individual development. In China, differentiated teaching is the teaching of students in accordance with their aptitude proposed by Confucius. The biggest characteristic of primary school students is that they are lively and active, and their thinking is extremely active. To make students enjoy learning and love to learn ancient poetry from the heart, teachers must respect the laws of students' physical and mental development and make every student feel that they are unique in the teaching of classic poetry. existence. Reciting requires self-taste. On the premise of ensuring that the general direction of the reciting mood is correct, after getting started, you can freely create your own reciting tone according to your own feelings. The author believes that students can grasp the characteristics of reciting. interest in ancient poetry. In short, chanting teaches ancient poetry according to each student's interests and learning motivations. For example, when teaching naughty poems about children's childhood play, you can let boys recite them based on their feelings first, and then let girls give guidance, promote each other, explore according to the learning interests of boys and girls, and gain in-depth knowledge of students' learning in class. needs. As long as the teacher is willing to make the effort to teach students in accordance with their aptitude, interest in ancient poetry can truly become a student's learning mentor, and recitation can become a good teacher and helpful friend in the study of ancient poetry.
From the perspective of learning and memory, chanting plays an important role in the memory ability of primary school students that cannot be underestimated. Relevant experiments in educational psychology experiments have proven that during the memory process, if various receptors of the human body, such as eyes, ears, mouth, and hands, can be mobilized to fully participate in the organization of materials, the memory effect will be much better than using only one organ alone.
"The experimental results of the former Soviet psychologist Shadarkov showed that the direct memory effect of seeing alone is 70, the direct memory effect of hearing alone is 60, and the direct memory effect of combining audio and visual is 85.3." [Dong Yunling. Research on the teaching of classical poetry recitation in primary schools [D]. Hebei: Hebei Normal University. 2012.] First of all, recitation emphasizes the integration of poetry rhythm and feelings. During the recitation process, the reciter will always endure the low points when reciting. Keep lowering your head and chanting, and every time you reach a place of high emotion, you will unconsciously raise your head and chant high. Wherever you chant, the way of poetry will mobilize all aspects of your feelings, and your memory efficiency will naturally improve. Secondly, the study of ancient poems focuses on the intuition of words and the perceptual understanding of poets and poems. Reciting effectively uses the rhyme and rhyme of poems to integrate students' various senses, which can improve students' understanding of poems' emphasis on word choice and sentence construction. ability. Students can keenly capture the emotions in the language of poetry through recitation. Then, after first understanding the subject of learning, students' recitation and memorization abilities will no longer remain at the stage of rote memorization. Furthermore, chanting is also accompanied by music. People are easily in a relaxed state under the stimulation of music, and it is easy to accept the input of knowledge. The author once participated in a lecture on reciting in primary and secondary schools in Shenzhen. Teacher Zhao Zhixiang in the lecture was able to blurt out long articles in the Book of Songs through recitation. Many sentences in the Book of Songs are similar but individual words are different and difficult to recite. However, Teacher Zhao always The words are not missing, which is really admirable. This experience gave me a deep respect and admiration for traditional chanting.
To sum up, these are just some views on contemporary education!