The Analects of Confucius is a collection of recorded essays in the Spring and Autumn Period in China, which mainly records the words and deeds of Confucius and his disciples. It was compiled by Confucius' disciples and re-transmitted disciples, which reflected Confucius' thoughts more intensively.
(A) teaching students in accordance with their aptitude
Confucius said: after middle age, you can still speak orally; Under the China people, not verbally. The Analects of Confucius always means that a person with above-average intelligence can tell him profound knowledge; A person with average intelligence can't tell him profound knowledge. People's IQ is different, so we should pay attention to teaching students in accordance with their aptitude.
(2) Inspiration and induction
Confucius said: No anger, no anger, no resentment. If an angle is not reversed by three angles, there will be no more. The Analects of Confucius? The meaning of "narration" is: teaching students not to enlighten them until they are eager to achieve what they cannot achieve; Don't inspire until he wants to say it but can't say it; If you can't tell him one aspect and he can infer the other three aspects, then you won't teach him any more. Stimulate students' learning initiative and complete teaching tasks under the guidance of teachers.
Dependence on job
Xia Zi said: Knowledgeable, determined, thirsty for knowledge and good at thinking. The Analects of Confucius means: read widely and be able to strengthen your will; Ask questions sincerely and think deeply. This requires teachers to have extensive knowledge and good literacy in order to cope with it calmly.
Second, teaching Chinese as a foreign language cases
Venue: China, Shanghai. Target audience: Intermediate international classes of universities.
Teacher chenchen found that Martin in the class never took part in group activities, just looked on coldly and showed disdain in his eyes, but he liked to ask questions to the teacher and always carefully recorded Mr. Chen's answers. But sometimes when Mr. Chen asks other students to tell him this question, he becomes unhappy. In daily teaching, Mr. Chen observed that Martin actually likes learning Chinese and has no dissatisfaction with teachers and textbooks, so he really wants to let Mr. Chen know why he doesn't like to cooperate with other students. In a teaching activity "Students Ask and Answer" designed by Teacher Chen, a student asked Martin, "Why don't you like having classes with us?" He replied, "Because I came to China to study Chinese, I want to talk to people in China, not you." As soon as Martin's words came out, the atmosphere in the classroom immediately became very embarrassing, and all the students felt Martin's hostility.
Since then, Mr. Chen has consciously designed many activities that everyone can participate in, and many of them are competitive, such as performing short plays, debating contests, and drawing lots to find friends to complete a task. When designing activities, Mr. Chen pays attention to detailing the requirements of activities, and sometimes even carefully assigns everyone's roles and tasks to prevent students from deviating in these activities. In these activities, Martin gradually found that some students in his class were not much worse than himself in Chinese, and gradually changed his original learning attitude.
Finding and solving problems: Each student's personality and temperament are different at different stages. For these differences, we should adopt the method of teaching students in accordance with their aptitude and find effective teaching methods according to individual differences, so that every student can get better development. Confucius said: No anger, no anger, no resentment. In the late teaching activities designed by Mr. Chen to let everyone participate, heuristic teaching methods are adopted to let students find answers in doubt and guide students to learn. Finally, Martin changed his original learning attitude. In this case, Martin is more "different". Teacher Chen learned the reason of this situation through observation, and the measures taken are worth learning.
Teaching place: George Mei Sen, USA Teaching object: College Chinese elective course.
Case: This semester, there is a special student. He has congenital vision defect, and his binocular vision is only 0.2. This student's enthusiasm for learning is relatively high, and I am pleased with his progress. But gradually, some students began to give me polite advice. For example, when that classmate answered questions, I gave him too much time to think and hints, which was unfair. I began to explain that this classmate is special, and I hope he can understand that he didn't mean to "take care of". However, later this student came to me and gently suggested that he was one of many students. He is grateful to me, but he doesn't want to bring me "pressure", so there is no need to give him such a high evaluation in class.
Find the problem and solve it: The teacher in the case is negligent in the teaching process, and the reason for this situation is that the mentality is not correct. As a teacher, mentality is the most important symbol, so we should be clear about our tasks in teaching. The Analects of Confucius? Wei Linggong: Teaching is no exception. Just don't classify students. Although the teacher in the case is taking care of the students, it is unfair to other students. What we should do in teaching is equal treatment.
Teaching place: Iowa City, USA Teaching object: Elective course for junior students.
Case: Students are very sensitive to the spatial structure of Chinese characters. After a period of study, I led the students to do a review. There will be such an activity in the review: give the radicals to the students, let them say the meaning of radicals, and then let other students say the Chinese characters containing radicals; At the same time, students who speak Chinese characters should write another part of Chinese characters, and then take this part and stand next to the students in that part according to its position in Chinese characters. Specifically, for example, if student A is given a card "Mi", student A will say that cursive prefix is related to flowers and plants. Then student B will say a word, such as "Hua", then write "Hua" on a piece of paper and put the card "Hua" under the card "Mi".
Discover and solve problems: the teacher in the case used heuristic teaching method, and The Analects of Confucius was very attractive. This method is suitable for Chinese character teaching, which can really make students "move", not only enliven the classroom atmosphere, but also achieve good teaching results. "Giving a corner" can make them "inverted triangle". However, there are some shortcomings in the design of review activities in the case. There is a "damn" card. Students say that the prefix of grass is related to flowers and plants. In fact, this is problematic. Not all Chinese characters prefixed with grass are related to grass. For example, the word "Mo" in Shuo Wen Jie Zi: the sun is dark. From the day in the middle. Don't cut. Again, Mugeche. This is a very common word, which explains the origin of the word "Mo". Confucius advocated learning to "listen more" and "see more" and have a wide range of knowledge. If "rice" is generally related to flowers and plants, it will form a rigid effect in students' minds and have a negative transfer to learning Chinese in the future.
The application of the teaching methods in The Analects of Confucius in teaching Chinese as a foreign language is analyzed from three aspects. Teaching Chinese as a foreign language is extensive and profound. I just select some teaching cases for analysis. At present, there is not much research in this field, and even less can apply the teaching ideas in The Analects to teaching Chinese as a foreign language. We need to combine China's cultural classics with teaching Chinese as a foreign language, exert the charm of cultural classics and better spread China culture.
References:
[2] Zhang Yi. Analects of Confucius [M]。 Beijing: Zhonghua Book Company. 20 14.9
[3] Zhang Jun. Confucius's student management strategy [J]. Social Science Teaching, 20 10, August (middle)
[6] Jiang Pingfu. Study on Confucian Cultural Communication and Teaching Chinese as a Foreign Language [D]. Master's degree thesis of Shaanxi Normal University, 20 13