導語(yu)(yu)：大學語(yu)(yu)文教學中落(luo)實中華傳(chuan)(chuan)統文化教育一文來源(yuan)于網友上傳(chuan)(chuan)，不代表本站觀點，若需(xu)要原創文章可咨詢客服老師，歡迎(ying)參考。

摘要：中華優秀傳統文化是當代大學生增強文化自信、實現民族偉大復興的文化基礎。而在教學中滲透、落實中華傳統文化教育，則是大學語文教育(yu)的(de)神圣職責。發掘中(zhong)(zhong)華傳(chuan)(chuan)統(tong)文化的(de)魅力，激(ji)發學生的(de)學習興趣，并將中(zhong)(zhong)華傳(chuan)(chuan)統(tong)文化教育(yu)從課內(nei)引(yin)向課外，落(luo)實到學生的(de)生活(huo)日(ri)常中(zhong)(zhong)，使學生在(zai)潛移默化中(zhong)(zhong)濡染傳(chuan)(chuan)統(tong)文化的(de)光輝，并體現在(zai)行動中(zhong)(zhong)，如(ru)此方能真正落(luo)實傳(chuan)(chuan)統(tong)文化教育(yu)。

關鍵詞：大學語文;中華傳(chuan)統文化教育(yu);日(ri)常;行動(dong)

當前，在大學語文教學中落實中華傳統文化教育，是(shi)(shi)擺在(zai)大(da)學語文教(jiao)學工作者面前的(de)一(yi)項重(zhong)要任(ren)務。它既是(shi)(shi)時展的(de)迫(po)切要求(qiu)，也是(shi)(shi)大(da)學語文教(jiao)學的(de)題(ti)中(zhong)應有之(zhi)義。筆(bi)者認為，要想真正借助大(da)學語文課(ke)程落實(shi)傳統文化教(jiao)育，就(jiu)必須在(zai)課(ke)堂(tang)內外(wai)(wai)引(yin)導學生(sheng)發掘中(zhong)華(hua)傳統文化的(de)魅力，并(bing)將傳統文化引(yin)向課(ke)外(wai)(wai)，落實(shi)到(dao)學生(sheng)具體的(de)日(ri)常(chang)行(xing)動中(zhong)，而對傳統文化教(jiao)育成(cheng)果的(de)檢驗，在(zai)知識考(kao)試之(zhi)外(wai)(wai)，主要還應在(zai)行(xing)動中(zhong)驗證。

一、發(fa)掘中華傳統(tong)文化的魅力

要想提高(gao)傳(chuan)(chuan)統文(wen)(wen)化(hua)教育的(de)(de)(de)有(you)效性，首先就要讓大學(xue)生(sheng)發(fa)自(zi)內(nei)心(xin)地喜歡上傳(chuan)(chuan)統文(wen)(wen)化(hua)。而這就需要教師及(ji)時發(fa)現學(xue)生(sheng)內(nei)心(xin)的(de)(de)(de)興趣點，引導學(xue)生(sheng)在日常生(sheng)活中發(fa)掘中華(hua)傳(chuan)(chuan)統文(wen)(wen)化(hua)的(de)(de)(de)魅(mei)力，進而使他們(men)心(xin)甘情愿地濡染這種文(wen)(wen)化(hua)。

（一）通(tong)過熱播影視劇發(fa)掘中華傳統文(wen)化的智與美

近年來，眾(zhong)多制作(zuo)精(jing)良的(de)國產電視(shi)劇(ju)(ju)(ju)(ju)都(dou)開始從(cong)中(zhong)(zhong)(zhong)(zhong)華(hua)傳(chuan)統(tong)經典(dian)中(zhong)(zhong)(zhong)(zhong)借力(li)，這(zhe)些(xie)飽含著傳(chuan)統(tong)文化(hua)(hua)(hua)(hua)元(yuan)素的(de)熱(re)(re)播劇(ju)(ju)(ju)(ju)可以作(zuo)為(wei)一(yi)(yi)種有(you)(you)(you)(you)效(xiao)(xiao)的(de)教學(xue)(xue)載體(ti)，讓學(xue)(xue)生(sheng)(sheng)在接觸與親近中(zhong)(zhong)(zhong)(zhong)發現(xian)中(zhong)(zhong)(zhong)(zhong)華(hua)傳(chuan)統(tong)文化(hua)(hua)(hua)(hua)特有(you)(you)(you)(you)的(de)智(zhi)慧與美感。比如青(qing)年演(yan)員胡歌主演(yan)的(de)古裝劇(ju)(ju)(ju)(ju)《瑯琊(ya)榜》就有(you)(you)(you)(you)效(xiao)(xiao)吸收了(le)中(zhong)(zhong)(zhong)(zhong)華(hua)傳(chuan)統(tong)文化(hua)(hua)(hua)(hua)中(zhong)(zhong)(zhong)(zhong)的(de)權(quan)謀文化(hua)(hua)(hua)(hua)，并將中(zhong)(zhong)(zhong)(zhong)華(hua)古典(dian)服飾、醫藥、飲食、武俠(xia)等文化(hua)(hua)(hua)(hua)細節有(you)(you)(you)(you)效(xiao)(xiao)地整合在劇(ju)(ju)(ju)(ju)情中(zhong)(zhong)(zhong)(zhong)。通過(guo)收看該(gai)(gai)劇(ju)(ju)(ju)(ju)，學(xue)(xue)生(sheng)(sheng)可以對中(zhong)(zhong)(zhong)(zhong)華(hua)傳(chuan)統(tong)文化(hua)(hua)(hua)(hua)中(zhong)(zhong)(zhong)(zhong)的(de)智(zhi)慧與美感有(you)(you)(you)(you)切實的(de)認(ren)知。再如柳云龍主演(yan)的(de)諜戰劇(ju)(ju)(ju)(ju)《風箏》，有(you)(you)(you)(you)效(xiao)(xiao)吸收了(le)唐詩元(yuan)素，通過(guo)收看該(gai)(gai)劇(ju)(ju)(ju)(ju)，學(xue)(xue)生(sheng)(sheng)可以對許多耳熟能(neng)詳的(de)唐詩作(zuo)品有(you)(you)(you)(you)更為(wei)深刻的(de)理解。筆者認(ren)為(wei)，通過(guo)熱(re)(re)播劇(ju)(ju)(ju)(ju)來促進中(zhong)(zhong)(zhong)(zhong)華(hua)傳(chuan)統(tong)文化(hua)(hua)(hua)(hua)教育是一(yi)(yi)種十分有(you)(you)(you)(you)效(xiao)(xiao)的(de)方(fang)(fang)式。一(yi)(yi)方(fang)(fang)面，大學(xue)(xue)生(sheng)(sheng)真心喜歡追劇(ju)(ju)(ju)(ju)，他們(men)在追劇(ju)(ju)(ju)(ju)過(guo)程中(zhong)(zhong)(zhong)(zhong)通過(guo)耳濡目染，會(hui)自然接受劇(ju)(ju)(ju)(ju)中(zhong)(zhong)(zhong)(zhong)的(de)傳(chuan)統(tong)文化(hua)(hua)(hua)(hua)元(yuan)素；另一(yi)(yi)方(fang)(fang)面，學(xue)(xue)生(sheng)(sheng)會(hui)以熱(re)(re)播劇(ju)(ju)(ju)(ju)中(zhong)(zhong)(zhong)(zhong)的(de)傳(chuan)統(tong)文化(hua)(hua)(hua)(hua)元(yuan)素為(wei)索引，進一(yi)(yi)步去傳(chuan)統(tong)文化(hua)(hua)(hua)(hua)寶庫中(zhong)(zhong)(zhong)(zhong)發掘與探索。這(zhe)樣一(yi)(yi)來，富(fu)有(you)(you)(you)(you)興趣(qu)的(de)傳(chuan)統(tong)文化(hua)(hua)(hua)(hua)探索之旅就開始了(le)。

（二）通過《中(zhong)國詩(shi)詞大會》發(fa)現中(zhong)華傳統文化的深厚(hou)與博大

近年來，《中(zhong)(zhong)國詩(shi)(shi)(shi)詞(ci)(ci)(ci)(ci)大會》逐漸成為(wei)(wei)全民皆愛的(de)熱播文(wen)化(hua)(hua)節目。很多青年大學(xue)(xue)(xue)生(sheng)都(dou)喜歡集體收(shou)看這(zhe)一(yi)節目，借此(ci)來檢(jian)驗自(zi)己(ji)的(de)古典(dian)詩(shi)(shi)(shi)詞(ci)(ci)(ci)(ci)儲備。尤其是在(zai)《中(zhong)(zhong)國詩(shi)(shi)(shi)詞(ci)(ci)(ci)(ci)大會》第三(san)季(ji)中(zhong)(zhong)，外(wai)賣小哥雷海(hai)為(wei)(wei)因擊敗北大碩士成為(wei)(wei)本(ben)季(ji)冠軍，迅速(su)成為(wei)(wei)全國青少年學(xue)(xue)(xue)生(sheng)心(xin)目中(zhong)(zhong)新(xin)的(de)詩(shi)(shi)(shi)詞(ci)(ci)(ci)(ci)英(ying)雄和文(wen)化(hua)(hua)偶像(xiang)。在(zai)此(ci)情(qing)況下(xia)，大學(xue)(xue)(xue)語文(wen)教師(shi)就(jiu)可以仿照詩(shi)(shi)(shi)詞(ci)(ci)(ci)(ci)大會的(de)形(xing)式，把詩(shi)(shi)(shi)詞(ci)(ci)(ci)(ci)大會搬(ban)進(jin)(jin)課堂(tang)，發動學(xue)(xue)(xue)生(sheng)分組進(jin)(jin)行比拼(pin)，并(bing)評選(xuan)出自(zi)己(ji)的(de)詩(shi)(shi)(shi)詞(ci)(ci)(ci)(ci)英(ying)雄。通(tong)過這(zhe)樣的(de)方(fang)式，不但能促進(jin)(jin)學(xue)(xue)(xue)生(sheng)對教材(cai)中(zhong)(zhong)唐(tang)宋(song)詩(shi)(shi)(shi)詞(ci)(ci)(ci)(ci)類文(wen)本(ben)的(de)學(xue)(xue)(xue)習，且能進(jin)(jin)一(yi)步(bu)激發學(xue)(xue)(xue)生(sheng)對古典(dian)詩(shi)(shi)(shi)詞(ci)(ci)(ci)(ci)作品的(de)喜愛，使之真心(xin)愛上詩(shi)(shi)(shi)詞(ci)(ci)(ci)(ci)，并(bing)借詩(shi)(shi)(shi)詞(ci)(ci)(ci)(ci)更深(shen)地(di)進(jin)(jin)入中(zhong)(zhong)華傳統文(wen)化(hua)(hua)的(de)內部(bu)，從而(er)把傳統文(wen)化(hua)(hua)教育落到實處。

（三(san)）通(tong)過中國風歌曲(qu)發現中華傳統文化的旖旎多情(qing)

筆者發現，在如今的(de)大學校(xiao)園中(zhong)(zhong)，除了流行音樂(le)之外(wai)，很(hen)多學生(sheng)開始喜歡古(gu)(gu)(gu)(gu)風(feng)作品(pin)(pin)。比如以(yi)新生(sheng)代歌手雙笙的(de)作品(pin)(pin)為代表的(de)古(gu)(gu)(gu)(gu)風(feng)歌曲正(zheng)(zheng)逐漸被大學生(sheng)模(mo)仿(fang)與(yu)追(zhui)捧。這(zhe)些古(gu)(gu)(gu)(gu)風(feng)作品(pin)(pin)以(yi)古(gu)(gu)(gu)(gu)典(dian)詩詞、古(gu)(gu)(gu)(gu)典(dian)樂(le)器和(he)古(gu)(gu)(gu)(gu)典(dian)樂(le)譜(pu)為基(ji)干，包容涵(han)括了大量標志性的(de)傳統文化(hua)元(yuan)素，體(ti)現的(de)也是中(zhong)(zhong)華古(gu)(gu)(gu)(gu)典(dian)情緒和(he)古(gu)(gu)(gu)(gu)典(dian)氣派。收聽與(yu)演唱這(zhe)些作品(pin)(pin)，能真正(zheng)(zheng)做到與(yu)傳統文化(hua)口耳親(qin)近(jin)。大學語文教(jiao)師應認真收集、分析、整理這(zhe)些古(gu)(gu)(gu)(gu)風(feng)音樂(le)作品(pin)(pin)，并將(jiang)之引入課堂，寓(yu)教(jiao)于樂(le)，使學生(sheng)在親(qin)近(jin)古(gu)(gu)(gu)(gu)風(feng)歌曲的(de)過程中(zhong)(zhong)發現中(zhong)(zhong)華傳統文化(hua)的(de)旖旎多情。

二、將中華傳統(tong)文化落實到(dao)學生(sheng)的生(sheng)活日常中

一切文(wen)(wen)(wen)化(hua)(hua)(hua)都重在(zai)“化(hua)(hua)(hua)”，但歸根結(jie)(jie)底，文(wen)(wen)(wen)化(hua)(hua)(hua)要“化(hua)(hua)(hua)”在(zai)日(ri)常(chang)(chang)(chang)中。也就是說，只(zhi)有把文(wen)(wen)(wen)化(hua)(hua)(hua)落(luo)實到(dao)言行(xing)舉止、吃穿(chuan)住(zhu)行(xing)的(de)(de)日(ri)常(chang)(chang)(chang)中，文(wen)(wen)(wen)“化(hua)(hua)(hua)”的(de)(de)過程(cheng)才(cai)得以完成(cheng)。具體到(dao)大(da)學語文(wen)(wen)(wen)教學中的(de)(de)傳(chuan)統文(wen)(wen)(wen)化(hua)(hua)(hua)教育，筆(bi)者認為，必須結(jie)(jie)合學生(sheng)的(de)(de)生(sheng)活日(ri)常(chang)(chang)(chang)來進行(xing)，即(ji)要把語文(wen)(wen)(wen)教學中的(de)(de)傳(chuan)統文(wen)(wen)(wen)化(hua)(hua)(hua)元素融(rong)入到(dao)學生(sheng)的(de)(de)生(sheng)活細節之中，讓學生(sheng)認識到(dao)生(sheng)活中有文(wen)(wen)(wen)化(hua)(hua)(hua)，文(wen)(wen)(wen)化(hua)(hua)(hua)中有生(sheng)活，這樣才(cai)能日(ri)浸月潤，與(yu)時同“化(hua)(hua)(hua)”。

（一）落(luo)實節(jie)氣(qi)文化，天人合(he)一

“天(tian)人(ren)(ren)合(he)一(yi)”既是(shi)中華傳統(tong)文(wen)(wen)化(hua)中的(de)(de)宇(yu)(yu)宙(zhou)觀(guan)(guan)與(yu)(yu)自(zi)然(ran)觀(guan)(guan)，同時也是(shi)中國古(gu)人(ren)(ren)秉(bing)持的(de)(de)生(sheng)(sheng)(sheng)活(huo)理(li)(li)念(nian)。而這一(yi)理(li)(li)念(nian)，是(shi)融(rong)合(he)在(zai)生(sheng)(sheng)(sheng)活(huo)日(ri)常(chang)中并體(ti)現(xian)在(zai)人(ren)(ren)與(yu)(yu)世(shi)界萬物的(de)(de)關(guan)系之中的(de)(de)。比如二十(shi)四節(jie)氣，正是(shi)中國古(gu)人(ren)(ren)生(sheng)(sheng)(sheng)活(huo)觀(guan)(guan)的(de)(de)鮮明體(ti)現(xian)。融(rong)日(ri)常(chang)作息于宇(yu)(yu)宙(zhou)天(tian)地之間，按照(zhao)節(jie)氣的(de)(de)變化(hua)安(an)排生(sheng)(sheng)(sheng)活(huo)日(ri)常(chang)，這體(ti)現(xian)著人(ren)(ren)與(yu)(yu)自(zi)然(ran)和諧相(xiang)處(chu)的(de)(de)智慧。[2]在(zai)大(da)學(xue)語文(wen)(wen)教學(xue)中，教師應(ying)借助教材中的(de)(de)相(xiang)關(guan)文(wen)(wen)本，向(xiang)學(xue)生(sheng)(sheng)(sheng)普及二十(shi)四節(jie)氣文(wen)(wen)化(hua)，并要求學(xue)生(sheng)(sheng)(sheng)按節(jie)氣安(an)排生(sheng)(sheng)(sheng)活(huo)作息，像(xiang)古(gu)人(ren)(ren)一(yi)樣與(yu)(yu)宇(yu)(yu)宙(zhou)自(zi)然(ran)和諧相(xiang)處(chu)。這樣一(yi)來，學(xue)生(sheng)(sheng)(sheng)便能從(cong)一(yi)個大(da)的(de)(de)方面(mian)奠(dian)定傳統(tong)文(wen)(wen)化(hua)心(xin)態(tai)，為(wei)進一(yi)步落實傳統(tong)文(wen)(wen)化(hua)細節(jie)打下基礎。

（二）落實及時書(shu)寫與吟(yin)誦(song)文化

中(zhong)華傳統文化(hua)(hua)教(jiao)(jiao)(jiao)育有兩(liang)個標(biao)志性(xing)元素：一是書法，二(er)(er)是吟誦(song)。在中(zhong)國古(gu)人，這二(er)(er)者(zhe)都是日常行(xing)為，能(neng)夠時(shi)時(shi)處處付諸行(xing)動。筆者(zhe)認為，要想真正(zheng)落實傳統文化(hua)(hua)教(jiao)(jiao)(jiao)育，就要引導學(xue)(xue)生(sheng)養成及時(shi)書寫(xie)與吟誦(song)的(de)習慣。在大學(xue)(xue)語文教(jiao)(jiao)(jiao)學(xue)(xue)中(zhong)，教(jiao)(jiao)(jiao)師要發動學(xue)(xue)生(sheng)，通過競賽形(xing)式，促使學(xue)(xue)生(sheng)養成對書法與吟誦(song)的(de)興趣，心慕(mu)手(shou)追、耳聽口(kou)誦(song)，把傳統文化(hua)(hua)練到手(shou)頭，吟到口(kou)頭。

（三）落實家庭親情(qing)文(wen)(wen)化(hua)及尊師重(zhong)教文(wen)(wen)化(hua)

在大(da)學(xue)(xue)語文(wen)教(jiao)(jiao)學(xue)(xue)中(zhong)(zhong)，教(jiao)(jiao)師(shi)(shi)要結合教(jiao)(jiao)材中(zhong)(zhong)的(de)相(xiang)關篇章，將家庭親(qin)情文(wen)化和尊師(shi)(shi)重(zhong)教(jiao)(jiao)文(wen)化結合在一(yi)起，一(yi)方面讓學(xue)(xue)生(sheng)通過“孝”去進一(yi)步理解中(zhong)(zhong)華傳(chuan)(chuan)統文(wen)化的(de)核(he)心(xin)，另(ling)一(yi)方面讓學(xue)(xue)生(sheng)通過尊師(shi)(shi)重(zhong)教(jiao)(jiao)去體會中(zhong)(zhong)國古人(ren)對(dui)學(xue)(xue)習、對(dui)文(wen)化知識傳(chuan)(chuan)承的(de)重(zhong)視程度，從而(er)堅定學(xue)(xue)習、繼承、傳(chuan)(chuan)揚(yang)中(zhong)(zhong)華優(you)秀傳(chuan)(chuan)統文(wen)化的(de)信(xin)念(nian)。

（四）落實游學文化

游(you)(you)學(xue)是(shi)當今(jin)學(xue)界比較流行(xing)的一種文(wen)化學(xue)習方式。在(zai)大學(xue)語文(wen)教(jiao)(jiao)學(xue)中(zhong)，教(jiao)(jiao)師可號召學(xue)生(sheng)利用假期(qi)進行(xing)有(you)組織、有(you)目的的游(you)(you)學(xue)活動(dong)。通過游(you)(you)學(xue)，回顧教(jiao)(jiao)材(cai)中(zhong)涉及的相(xiang)關經典(dian)篇目或某(mou)一具體文(wen)化元(yuan)素(su)，通過實地觀覽，對中(zhong)華名勝古跡和其(qi)文(wen)化內涵形成感性認識，從而進一步(bu)將(jiang)傳統文(wen)化引入學(xue)生(sheng)日常，成為其(qi)難忘的人生(sheng)記(ji)憶(yi)。

三、在(zai)日常行(xing)動中評價與檢驗傳統文(wen)化教(jiao)育的成果

筆(bi)者(zhe)認為，大(da)學語文(wen)(wen)教(jiao)學中(zhong)(zhong)(zhong)的(de)(de)傳(chuan)(chuan)(chuan)統(tong)(tong)文(wen)(wen)化(hua)(hua)(hua)(hua)教(jiao)育(yu)同樣需要(yao)檢(jian)驗(yan)(yan)與考試。但這種對傳(chuan)(chuan)(chuan)統(tong)(tong)文(wen)(wen)化(hua)(hua)(hua)(hua)教(jiao)育(yu)成(cheng)果(guo)的(de)(de)檢(jian)驗(yan)(yan)，卻(que)不能(neng)等同于平常(chang)(chang)的(de)(de)語文(wen)(wen)考試。這種檢(jian)驗(yan)(yan)，既(ji)要(yao)重(zhong)視文(wen)(wen)化(hua)(hua)(hua)(hua)常(chang)(chang)識的(de)(de)知識性(xing)檢(jian)測，更(geng)要(yao)重(zhong)視通(tong)過行(xing)動來驗(yan)(yan)證，也(ye)即，學生(sheng)(sheng)只有把文(wen)(wen)化(hua)(hua)(hua)(hua)“化(hua)(hua)(hua)(hua)”在(zai)(zai)自(zi)己的(de)(de)行(xing)動中(zhong)(zhong)(zhong)，才(cai)能(neng)證明傳(chuan)(chuan)(chuan)統(tong)(tong)文(wen)(wen)化(hua)(hua)(hua)(hua)教(jiao)育(yu)的(de)(de)成(cheng)效。為此，大(da)學語文(wen)(wen)教(jiao)師既(ji)要(yao)結(jie)合日(ri)常(chang)(chang)語文(wen)(wen)考試組織有針對性(xing)的(de)(de)傳(chuan)(chuan)(chuan)統(tong)(tong)文(wen)(wen)化(hua)(hua)(hua)(hua)常(chang)(chang)識測驗(yan)(yan)，更(geng)要(yao)在(zai)(zai)觀察與對比中(zhong)(zhong)(zhong)考察學生(sheng)(sheng)的(de)(de)文(wen)(wen)“化(hua)(hua)(hua)(hua)”成(cheng)長，看其(qi)是(shi)否(fou)真的(de)(de)在(zai)(zai)傳(chuan)(chuan)(chuan)統(tong)(tong)文(wen)(wen)化(hua)(hua)(hua)(hua)教(jiao)育(yu)中(zhong)(zhong)(zhong)增強(qiang)了(le)中(zhong)(zhong)(zhong)國古典式的(de)(de)心智(zhi)，是(shi)否(fou)養(yang)成(cheng)了(le)中(zhong)(zhong)(zhong)國傳(chuan)(chuan)(chuan)統(tong)(tong)文(wen)(wen)化(hua)(hua)(hua)(hua)氣質，是(shi)否(fou)逐漸生(sheng)(sheng)出(chu)了(le)一顆真正的(de)(de)“中(zhong)(zhong)(zhong)國心”。筆(bi)者(zhe)認為，只有通(tong)過傳(chuan)(chuan)(chuan)統(tong)(tong)文(wen)(wen)化(hua)(hua)(hua)(hua)教(jiao)育(yu)養(yang)成(cheng)當(dang)代大(da)學生(sheng)(sheng)的(de)(de)“中(zhong)(zhong)(zhong)國心”，中(zhong)(zhong)(zhong)國夢才(cai)有實現(xian)的(de)(de)基礎(chu)，中(zhong)(zhong)(zhong)華民族(zu)的(de)(de)偉大(da)復興才(cai)能(neng)指日(ri)可待。而這，也(ye)正是(shi)我們(men)在(zai)(zai)大(da)學語文(wen)(wen)教(jiao)學中(zhong)(zhong)(zhong)落實中(zhong)(zhong)(zhong)華傳(chuan)(chuan)(chuan)統(tong)(tong)文(wen)(wen)化(hua)(hua)(hua)(hua)教(jiao)育(yu)的(de)(de)意義所在(zai)(zai)。

參考文獻：

［1］陳眾議.我(wo)們為什(shen)么(me)需要(yao)文學［J］.世界(jie)文學,2018(1).

［2］余世存(cun).時間之書［M］.北京(jing):中國(guo)友誼出版公司,2017.

作(zuo)者:王海燕 單位:山西電力職業技(ji)術學院