语文识字教学中的文化想象及能力培养

Cultural Imagination in Chinese literacy Teaching and Its Competence Cultivation

作为语文课程的一种重要学习方式,文化想象以汉字为基础,以人为中心,通过开启广阔无垠的想象空间,激发人类丰富的创造潜能。汉字是文化想象的符号表征、思维载体与意义系统,识字是文化想象的复演过程、理性化与意义生成。将汉字的整体文化意蕴与人的整体感知能力进行充分关联,是识字的逻辑起点;通过取象比类培养思维的敏感度、灵活度、深刻性,是识字的进阶过程;在特定的语言环境中将符号世界由外在表相导入深层的内在生命,是识字的境界生成。实施富有文化想象的识字教学需要重审汉字部件整合理据,激活汉字的内在文化整合力;增强汉字的“影像”感,重塑有文化生活的课堂;回应汉字的情感原型,为想象的意义升华提供保障。

As an important way of learning in the Chinese courses, cultural imagination, is a disciplinary competence based on Chinese characters and centered on human beings, which stimulates the rich creative potential of human beings by opening a vast imagination space. Chinese characters are the symbolic representation thinking carrier and meaning system of cultural imagination, and literacy is the reenactment process, rationalization and meaning generation of cultural imagination. The logical starting point of literacy is to fully corelate the overall cultural meaning of Chinese characters with the overall perceptual ability of human beings. It is the advanced process of literacy to cultivate the sensitivity, flexibility and profoundness of thinking through the orientation and analogy. It is the realm generation of literacy to introduce the symbolic world from the external surface to the deep inner life in a specific language environment.. The implementation of literacy teaching rich in cultural imagination needs to review the rational basis of the integration of Chinese characters and activate the inherent cultural integration of Chinese characters, enhance the sense of “image” of Chinese characters and reshape the classroom with cultural life, and respond to the emotional prototype of Chinese characters and provides guarantee for the sublimation of imaginative meaning.