Famous Teacher Lecture Hall ｜ Liu Junjun: Keep your own \"root\" -the local literature e

Abstract: Starting from the connotation of local literature, analyze the current status of local literature works, and focus on exploring the teaching of local literature works. Strategy: Digging the \"root\" consciousness in the textbook; using rich curriculum resources; encouraging students to personalized perception.

Keywords: high school language and rural literature national cultural self -confidence

Author brief introduction: Liu Junjun (1983—), a native of Longchuan, Guangdong, a bachelor's degree, a first -level teacher in middle school, Longchuan, Guangdong Province, Guangdong Province County No. 1 Middle School Chinese Teacher. Research direction: high school Chinese teaching and research.

The relocation of Anju is the tradition of the Chinese nation and the deep -rooted concept that every Chinese recognize. As the so -called leaves must be rooted at the root, the tired birds should return to the forest, and the identity of the homeland of one side makes the smoke of the hometown become a moving nostalgia in the memory, and it is also the exciting scenery of the literati. High school Chinese textbooks include a number of local literary works. Reading these works can evoke students' memories of \"home\" and pursue \"root\".

1. Tracing and development, interpretation of local literature connotation

The earliest elaboration of \"local literature\" originated from Lu Xun. He said in the \"Chinese New Literature Department · Novel Two Episode 2 · Introduction\": \"Xianxian Ai described Guizhou, Pei Wenzhong cares about Yuguan, and anyone who wrote his chest in Beijing in Beijing, whether he claims to be herself, he claims to be himself In order to use subjective or objective, it is often local literature. From Beijing, it is the author of overseas Chinese literature. \"Later, Zhou Zuoren made a clear definition of the connotation of local literature: first is to reflect the regional nature; secondly It is the power of the soil in folk customs; it is again the \"person\" in the sense of anthropology. Under the leadership of the May 4th generation literary artisan, a group of distinctive local literary writers emerged in the literary world of the twentieth century, such as Shen Congwen, who claimed to be \"rural people\", and Liu Shaotang, who was ordered to be \"indigenous\". Local literary writers step on the land, or use sharp brushstrokes to reflect on the inferiority of the nation under the economy of thousands of years, or warm memories, to record the harmonious and beautiful human nature of male and female civilizations. After entering the new period, the new local literary writers represented by Mo Yan and Han Shaogong continued to throw their sights on the vast Chinese land, advocating that \"literature has roots, and the roots of literature should be deeply rooted in the cultural soil of the nation.\" This generation of writers is committed to finding the self of national culture and national literature. Mo Yan's \"Red Sorghum\" and Jia Pingwa's \"Qin Qiang\" and other works have invariably set their sights on the hometown scenery of the regional characteristics. The tragedy and joy of the character.

At present, the urban civilization expands rapidly. We receive various types of information through computers, mobile phones, and televisions, but we are getting farther and farther from the land we live in. With people's spiritual cognition, the development of literature seems to be carnate and lively, but it has also caused a considerable number of modern people's spiritual emptiness and cultural confusion. Child fromAt the stage of Mongolia, how to evoke English training, contact the animation culture, and the cultural exchanges of Hainan, how to evoke the recognition of students 'recognition of their national culture, awaken students' national culture self -confidence, and become a question that every Chinese teacher should think about.

2. Feelings and dilemma, the current status of teaching in local literature

The current high school Chinese textbooks of various versions attach great importance to the publicity and records of national culture. More than ten local literary works such as the local complex \"\" Border City \", such as\" the life of the countryside, the breath of the soil on the paper \", showed a distinctive local color and showed a strong pursuit of national literature. Some of these works have recorded the old people from all over the world because of the war, but they can't let go of their thoughts of their homeland, such as \"Local Contest\". Confusion and identity, such as \"My Heart Going\"; and Mr. Shen Congwen's \"Border City\", describes the lively primitive vitality and beautiful innocence of humanity in the pastoral life of Xiangxi characteristic. These literary classics lead students to appreciate the beauty of humanity with moving brush strokes, and understand what people see, heard, and felt in different times, different regions, and different knowledge. The cultural awareness of Chinese teaching with the help of local literature can effectively guide students to experience the humanistic charm of national culture and improve students' language literacy and humanistic literacy.

But in high school Chinese teaching, there are also some problems in the teaching of local literature and facing difficulties. The language itself is spreading culture, creating civilization, and subtly influenced the students' ideological ideas and cognitive levels with the charm of language and words. Therefore, the memory of the land enhances students 'recognition of national culture, and cultivates students' nostalgia for the \"root\" of the Chinese nation. But in actual teaching, Chinese classrooms are \"preset\" classrooms. Teachers often follow the rules. Knowledge, ignores the presentation of the spirit of national culture; similarly, students pay attention to the study of test sites in the background of the exam -oriented education, and lack the understanding and inheritance of humanistic feelings. In the classroom, teachers pay attention to the explanation of the text, so that the text is broken by breaking the text. The presence of a clip method has led to the lack of the overall feelings of the article; the teacher replaced the students 'personalized understanding with a modular explanation, which led to the students' dilemma in the \"one -dollar interpretation\" of the hometown, and the lack of the excavation of the heavy national feelings.

Source: \"Language Teaching Communication · D issue\"

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