初中语文古典诗歌教学的美育渗透
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摘要
中国是一个具有诗教传统的国度。从孔夫子到今天,用诗歌作为人伦教化和情感陶冶的载体,早已深入人心。现行初中语文教材中,古代诗词曲赋占有比较大的比重。可以说古典诗歌是人类智慧的结晶,人类文明的延续。
《初中语文课程标准》规定:诵读古代诗词,有意识地在积累、感悟和运用中,提高自己的欣赏品味和审美情趣。现行人教版七-九年级的语文教材收入了近60首古典诗歌,这些诗歌都是文质兼美,适合教学的典范性诗歌,是进行美育教育的好教材。
当前,语文教学与美学的结合,特别是古典诗词与美学的结合,已成为诗歌教学的主流趋势。所谓美育,就是“审美教育,它通过文学艺术、社会生活和大自然的美,培养学生具有感受美、欣赏美和创造美的能力。”面对初中生这个独特的群体,我们应该采取什么样的方法,让学生在有限的时间里体会这些诗歌的精髓,提高自己的审美鉴赏能力,并形成一定的审美创造力,从而去发现美、创造美呢?作为语文教师,我们又应该具有那些素养,如何为学生以后的成长奠定基础,这是我们应考虑的问题。
本人认为,作为语文教师,首先要有深厚的文化底蕴,有正确的审美能力,其次要有细腻的情感、丰富的想象、广博的古代文化知识和强烈的民族情感,才能够驾驭中学语文的“古典诗歌”教学,才能居高临下,高屋建瓴,来挖掘古典诗歌的美,揣摩古典诗歌的深层意蕴,使学生能够在陶醉中领悟中国古典诗歌的民族精神,继而发扬光大。
China is a country with the tradition of teaching poems. From Confucius till now, using poems as a carrier of enlightening human relations and cultivating the mind has taken root in the hearts of people. Ancient poems, ci, i.e. a form of classical Chinese poetry composed to certain tunes in fixed numbers of lines and words, originating in the Tang Dynasty and fully developed in the Song Dynasty, qu, i.e. a type of verse for singing, which emerged in the Southern Song and Jin Dynasties and became popular in the Yuan Dynasty, and fu, i.e. an intricate literary genre combining elements of poetry and prose, have a relatively big proportion in the present Chinese teaching material of junior middle schools. Classical poems are the crystallization of human wisdom and the continuity of human civilization.
The Standard of Chinese Course of Junior Middle Schools stipulates that students should read aloud ancient poems and improve their own appreciating taste and aesthetic interests by cumulating, realizing, utilizing them. The present teaching materials of Chinese discipline from seven to nine grades in People’s Education Press edition collect sixty ancient poems, which are characterized by beautiful words and elegant nature and model poems suitable to teach and study and are good teaching materials for aesthetic education.
At present, the combination of Chinese teaching and aesthetics, especially the combination of ancient poems and aesthetics have become the main trend of poems teaching. The so-called aesthetic education is to develop students’abilities of feeling beauty, appreciating beauty and creating beauty through literature, art, social life and the beauty of nature. As for the junior middle school students, such an independent group, what kind of method should we adopt to let students understand the essence of these poems in limited time and improve their own aesthetic appreciation ability and form a certain aesthetic creating ability and then let them find beauty and create beauty? As Chinese teachers, we should have those qualities and consider how to lay foundation for students’future development.
The author holds an opinion that only teachers who teach Chinese discipline have deep culture inner strength, correct appreciating ability, fine sensitive feeling, rich imagination, broad ancient cultural knowledge and strong national emotion. can they have a good control of teaching“ancient poems”of middle schools, explore their beauty, figure out their deep connotation and make students understand the national spirit of Chinese ancient poems and carry forward it.
《初中语文课程标准》规定:诵读古代诗词,有意识地在积累、感悟和运用中,提高自己的欣赏品味和审美情趣。现行人教版七-九年级的语文教材收入了近60首古典诗歌,这些诗歌都是文质兼美,适合教学的典范性诗歌,是进行美育教育的好教材。
当前,语文教学与美学的结合,特别是古典诗词与美学的结合,已成为诗歌教学的主流趋势。所谓美育,就是“审美教育,它通过文学艺术、社会生活和大自然的美,培养学生具有感受美、欣赏美和创造美的能力。”面对初中生这个独特的群体,我们应该采取什么样的方法,让学生在有限的时间里体会这些诗歌的精髓,提高自己的审美鉴赏能力,并形成一定的审美创造力,从而去发现美、创造美呢?作为语文教师,我们又应该具有那些素养,如何为学生以后的成长奠定基础,这是我们应考虑的问题。
本人认为,作为语文教师,首先要有深厚的文化底蕴,有正确的审美能力,其次要有细腻的情感、丰富的想象、广博的古代文化知识和强烈的民族情感,才能够驾驭中学语文的“古典诗歌”教学,才能居高临下,高屋建瓴,来挖掘古典诗歌的美,揣摩古典诗歌的深层意蕴,使学生能够在陶醉中领悟中国古典诗歌的民族精神,继而发扬光大。
China is a country with the tradition of teaching poems. From Confucius till now, using poems as a carrier of enlightening human relations and cultivating the mind has taken root in the hearts of people. Ancient poems, ci, i.e. a form of classical Chinese poetry composed to certain tunes in fixed numbers of lines and words, originating in the Tang Dynasty and fully developed in the Song Dynasty, qu, i.e. a type of verse for singing, which emerged in the Southern Song and Jin Dynasties and became popular in the Yuan Dynasty, and fu, i.e. an intricate literary genre combining elements of poetry and prose, have a relatively big proportion in the present Chinese teaching material of junior middle schools. Classical poems are the crystallization of human wisdom and the continuity of human civilization.
The Standard of Chinese Course of Junior Middle Schools stipulates that students should read aloud ancient poems and improve their own appreciating taste and aesthetic interests by cumulating, realizing, utilizing them. The present teaching materials of Chinese discipline from seven to nine grades in People’s Education Press edition collect sixty ancient poems, which are characterized by beautiful words and elegant nature and model poems suitable to teach and study and are good teaching materials for aesthetic education.
At present, the combination of Chinese teaching and aesthetics, especially the combination of ancient poems and aesthetics have become the main trend of poems teaching. The so-called aesthetic education is to develop students’abilities of feeling beauty, appreciating beauty and creating beauty through literature, art, social life and the beauty of nature. As for the junior middle school students, such an independent group, what kind of method should we adopt to let students understand the essence of these poems in limited time and improve their own aesthetic appreciation ability and form a certain aesthetic creating ability and then let them find beauty and create beauty? As Chinese teachers, we should have those qualities and consider how to lay foundation for students’future development.
The author holds an opinion that only teachers who teach Chinese discipline have deep culture inner strength, correct appreciating ability, fine sensitive feeling, rich imagination, broad ancient cultural knowledge and strong national emotion. can they have a good control of teaching“ancient poems”of middle schools, explore their beauty, figure out their deep connotation and make students understand the national spirit of Chinese ancient poems and carry forward it.
引文
[1] 林晨、谢兰荣编著.语文新课程与教学论[M].呼和浩特:内蒙古人民出版社,2004:11
[2] 睢文龙 、廖时人、朱新春主编.教育学[M].北京:人民教育出版社,1999:153
[3] 刘兆吉.高等学校教育心理学[M].北京:北京师范大学出版社,1995:275
[4] 刘淼著.当代语文教育学[M].高等教育出版社,2005:77
[5] 徐恒醇译.美育书简[M].中国文联出版公司,1984:118
[6] 郭绍虞主编.中国历代文论选[M].上海:上海古籍出版社,2001:66
[7] [12] [18]朱光潜著.诗论[M].北京出版社,2005:61—62,193——209,43
[8] 周锡山编校.人间词话汇编汇校汇评[M].太原:北岳文艺出版社,2004:26
[9] 梁启超著.中国韵文里头所表现的情感[A].见:北京大学哲学系美学教研室编.中国美学史资料选编下册上[M]. 北京:中华书局,1981:417
[10] 刘若端编.十九世纪英国诗人论诗[M].人民文学出版社,1984: 22
[11] 叶圣陶著.叶圣陶语文教育论集上册[M]. 北京:人民教育出版社, 1998:152
[13] 列宁全集第 20 卷[M].人民出版社,1958:255
[14] [16]叶圣陶.文艺作品的鉴赏[A]. 叶圣陶著.叶圣陶语文教育论集上册[M].北京:人民教育出版社,2002
[15] 朱光潜译.美学第 20 卷[M].商务印书馆,1979:357
[17] 刘淼著.当代语文教育学[M].高等教育出版社,2005:268——269
[19] 朱光潜著.西方美学史下卷[M].北京:中国长安出版社,2007:109
[20] 朱光潜译.美学第一卷[M].商务印书馆,1979:161
[21] 卢梭.爱弥尔[M].北京:商务印书馆,1983:557
[22] [23]赞科夫,和教师的谈话[M],教育科学出社,1980:113
[24] [德]黑格尔著,王造时译.历史哲学[M].上海世纪出版社,1999:122
[25] [26] [27]宗白华.美学散步[M].上海:上海人民出版社,1981:68、72、73
[28] 王国维.人间词话[M].人民文学出版社,1992:225
[29] 郭绍虞主编.中国历代文论选[M].上海:上海古籍出版社,2001:333-334
[30] 钱钟书.谈艺录[M].北京:中华书局,1984:231
[31] 缪灵珠编译.缪灵珠美学译文集第一卷[M].北京:中国人民大学出版社,1987:128
[32] 伍蠡甫.西方文论选下卷[M]. 上海:上海译文出版社,1979:54
1. 刘淼著.当代语文教育学[M].北京:高等教育出版社,2005:1-417
2. 睢文龙、廖时人、朱新春主编.教育学[M].北京:人民教育出版社,1999:1-581
3. 王富仁著.语文教学与文学[M].广州:广东教育出版社,2006:1-25
4. 袁振国主编.教育原理[M].上海:华东师范大学出版社,2004:1-379
5. 张大均主编.教育心理学[M].北京:人民教育出版社,2003:1-607
6. 夏承焘著.唐宋词欣赏[M].北京:北京出版社,2002:1-186
7. 宗白华著.艺境[M].北京:北京大学出版社,1999:1-411
8. 朱光潜著.诗论[M].北京:北京出版社,2005:1-345
9. 许嘉璐著.中国古代衣食住行[M].北京:北京出版社,2002:1-198
10. 周振甫著.文心雕龙今译[M].北京:中华书局,2005:1-550
11. 林晨、谢兰荣编著.语文新课程与教学论[M].呼和浩特:内蒙古大学出版社,2004:1-512
12. 周振甫著.周振甫讲古代文论[M].南京:江苏教育出版社,2005:1-317
13. 田正平、肖朗主编.中国教育经典解读[M].上海:上海教育出版社,2005:1-656
14. 刘文霞.教育学研究方法[M].呼和浩特:内蒙古大学出版社,1993:1-273
15. [美]珍妮特沃特[新]戈登德莱顿[M].学习的革命[M]. 上海:上海三联出版社,1998:1-524
16. 杨小微.教育研究方法[M].北京:人民教育出版社,2005:1-237
17. 周锡山编校.人间词话汇编汇校汇评[M].太原:北岳文艺出版社,2004:1-241
18. 杨伯峻译注.论语译注[M].北京:中华书局,2007:1-238
19. 胡经之主编.西方文艺理论名著教程上卷[M].北京:北京大学出版社,2006:1-629
20. 谭家健.中国古代散文若干焦点之探讨[J].淮阴师范学院学报,2004,(4)
21. 刘小枫、陈少明主编.诗学解诂[M].北京:华夏出版社,2006:1-359
22. 姚建光.一个教育搏弈时代的年轮[J].网络科技时代,2007,(7)
23. 陈戍国撰.四书校注[M].长沙:岳麓书社,2004:1-342
24. 傅维利主编.教育问题案例研究[M].北京:人民教育出版社,2004:1-457
25. 刘良华.从“教师生涯规划”出发[J].网络科技时代,2007,(7)
26. 钟启泉.国外的“教师研究”及其启示[J].网络科技时代,2007,(1)
27. 李瑛.语义学[M].呼和浩特,:内蒙古人民出版社,2001:1-296
28. 李瑛.中学语文教学论[M].南宁:广西民族出版社,2000:1-380
29. 钟启泉.新课程师资培训精要[M].北京:北京大学出版社,2002:1-240
30. 吴楚材、吴调侯.古文观止上下[M].北京:经济日报出版社,1997:1-837
31. 郭绍虞主编.中国历代文论选[M].上海:上海古籍出版社,2001:1-509
32. 郭绍虞校译.沧浪诗话校译[M].北京:人民文学出版社,2005:1-296
[2] 睢文龙 、廖时人、朱新春主编.教育学[M].北京:人民教育出版社,1999:153
[3] 刘兆吉.高等学校教育心理学[M].北京:北京师范大学出版社,1995:275
[4] 刘淼著.当代语文教育学[M].高等教育出版社,2005:77
[5] 徐恒醇译.美育书简[M].中国文联出版公司,1984:118
[6] 郭绍虞主编.中国历代文论选[M].上海:上海古籍出版社,2001:66
[7] [12] [18]朱光潜著.诗论[M].北京出版社,2005:61—62,193——209,43
[8] 周锡山编校.人间词话汇编汇校汇评[M].太原:北岳文艺出版社,2004:26
[9] 梁启超著.中国韵文里头所表现的情感[A].见:北京大学哲学系美学教研室编.中国美学史资料选编下册上[M]. 北京:中华书局,1981:417
[10] 刘若端编.十九世纪英国诗人论诗[M].人民文学出版社,1984: 22
[11] 叶圣陶著.叶圣陶语文教育论集上册[M]. 北京:人民教育出版社, 1998:152
[13] 列宁全集第 20 卷[M].人民出版社,1958:255
[14] [16]叶圣陶.文艺作品的鉴赏[A]. 叶圣陶著.叶圣陶语文教育论集上册[M].北京:人民教育出版社,2002
[15] 朱光潜译.美学第 20 卷[M].商务印书馆,1979:357
[17] 刘淼著.当代语文教育学[M].高等教育出版社,2005:268——269
[19] 朱光潜著.西方美学史下卷[M].北京:中国长安出版社,2007:109
[20] 朱光潜译.美学第一卷[M].商务印书馆,1979:161
[21] 卢梭.爱弥尔[M].北京:商务印书馆,1983:557
[22] [23]赞科夫,和教师的谈话[M],教育科学出社,1980:113
[24] [德]黑格尔著,王造时译.历史哲学[M].上海世纪出版社,1999:122
[25] [26] [27]宗白华.美学散步[M].上海:上海人民出版社,1981:68、72、73
[28] 王国维.人间词话[M].人民文学出版社,1992:225
[29] 郭绍虞主编.中国历代文论选[M].上海:上海古籍出版社,2001:333-334
[30] 钱钟书.谈艺录[M].北京:中华书局,1984:231
[31] 缪灵珠编译.缪灵珠美学译文集第一卷[M].北京:中国人民大学出版社,1987:128
[32] 伍蠡甫.西方文论选下卷[M]. 上海:上海译文出版社,1979:54
1. 刘淼著.当代语文教育学[M].北京:高等教育出版社,2005:1-417
2. 睢文龙、廖时人、朱新春主编.教育学[M].北京:人民教育出版社,1999:1-581
3. 王富仁著.语文教学与文学[M].广州:广东教育出版社,2006:1-25
4. 袁振国主编.教育原理[M].上海:华东师范大学出版社,2004:1-379
5. 张大均主编.教育心理学[M].北京:人民教育出版社,2003:1-607
6. 夏承焘著.唐宋词欣赏[M].北京:北京出版社,2002:1-186
7. 宗白华著.艺境[M].北京:北京大学出版社,1999:1-411
8. 朱光潜著.诗论[M].北京:北京出版社,2005:1-345
9. 许嘉璐著.中国古代衣食住行[M].北京:北京出版社,2002:1-198
10. 周振甫著.文心雕龙今译[M].北京:中华书局,2005:1-550
11. 林晨、谢兰荣编著.语文新课程与教学论[M].呼和浩特:内蒙古大学出版社,2004:1-512
12. 周振甫著.周振甫讲古代文论[M].南京:江苏教育出版社,2005:1-317
13. 田正平、肖朗主编.中国教育经典解读[M].上海:上海教育出版社,2005:1-656
14. 刘文霞.教育学研究方法[M].呼和浩特:内蒙古大学出版社,1993:1-273
15. [美]珍妮特沃特[新]戈登德莱顿[M].学习的革命[M]. 上海:上海三联出版社,1998:1-524
16. 杨小微.教育研究方法[M].北京:人民教育出版社,2005:1-237
17. 周锡山编校.人间词话汇编汇校汇评[M].太原:北岳文艺出版社,2004:1-241
18. 杨伯峻译注.论语译注[M].北京:中华书局,2007:1-238
19. 胡经之主编.西方文艺理论名著教程上卷[M].北京:北京大学出版社,2006:1-629
20. 谭家健.中国古代散文若干焦点之探讨[J].淮阴师范学院学报,2004,(4)
21. 刘小枫、陈少明主编.诗学解诂[M].北京:华夏出版社,2006:1-359
22. 姚建光.一个教育搏弈时代的年轮[J].网络科技时代,2007,(7)
23. 陈戍国撰.四书校注[M].长沙:岳麓书社,2004:1-342
24. 傅维利主编.教育问题案例研究[M].北京:人民教育出版社,2004:1-457
25. 刘良华.从“教师生涯规划”出发[J].网络科技时代,2007,(7)
26. 钟启泉.国外的“教师研究”及其启示[J].网络科技时代,2007,(1)
27. 李瑛.语义学[M].呼和浩特,:内蒙古人民出版社,2001:1-296
28. 李瑛.中学语文教学论[M].南宁:广西民族出版社,2000:1-380
29. 钟启泉.新课程师资培训精要[M].北京:北京大学出版社,2002:1-240
30. 吴楚材、吴调侯.古文观止上下[M].北京:经济日报出版社,1997:1-837
31. 郭绍虞主编.中国历代文论选[M].上海:上海古籍出版社,2001:1-509
32. 郭绍虞校译.沧浪诗话校译[M].北京:人民文学出版社,2005:1-296
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