实施语文新课标对文化背景的要求

摘要:教育自身是一种文化现象,而作为人类文化的一部分的语文的教育,就是文化教育。因此,要搞好新课标下的语文教育,除了要充分挖掘语文课程自身文化内涵之外,必须建立起与语文课程文化相适应的社会文化环境。

关键词:语文;新课标;文化背景;要求

在新课标的实施推广中,我们集中把精力倾注在对语文新课标给语文教学带来的新变化的认识、对于新课标内容知识的学习、理解的拓展以及对于语文教师形成新理念,运用新理念的倡导及操作设计上。这些研究是有益的,也是有效的,但也是有局限的,其背影更多的是局限在对语文教育自身的比对,而往往缺乏宏观背影的思考和研究,尤其缺少对与语文教育关系密切的文化背景的关注,由此也必然缩减了语文课程标准的内涵,并与语文的文化特点不相适应。

一、语文教育的文化内涵

教育自身是一种文化现象,而语文教育作为文化现象的特点更为鲜明,全日制义务教育语文课程标准在对语文课程性质和地位的阐述中明确在指出:“语文是最重要的交际工具,是人类文化的一部分,工具性与人文性的统一,是语文课程的基本特点。”也就是说,语文课程本身就是一种文化,语文教育就是文化教育而这种文化教育的着眼点应是人文性的文化。而人文性文化的构成包含了人文的历史积淀,也包含了现实的人文背景,以及由此构成的文化观念,从这里我们可以看出语文教育作为一种文化教育其内涵是十分丰富的。在具体的教学中要对文本的不同内容,不同写作背景,不同的情感态度价值观进行文化意义的分析,潜移默化地对学生施加影响,任何一种文化,它的产生和存在都与整体的特定时代的社会文化密不可分的,因此,语文教学在具体分析、理解、渗透文化的过程中,只有将文本中的文化内涵与它所存在的当时社会总体文化联系起来才有其合理的价值和意义,也才符合文化自身的逻辑,语文新课标中非常强调跨学科的学习,特别是语文资源的开发,这就使得作为一种文化教育的语文教育与社会文化、不同学科的文化有了更紧密的、更广泛的联系,跨学科学习中,尤其是语文课程与史地课程联姻的学习中,它会突破语言文字自身文化蕴藏的局限,从时间和地域两个视角拓展它的内涵,使其对于当下文化拓展到历史上存在过的社会文化和异地文化甚至是异域文化,这种拓展本身就是一种文化的注释,也就是说跨学科学习本身就是一种在新文化理念支配下的文化行为。而课程资源的开发,使作为文化教育的语文教育与社会文化融为了一体,语文新课标在课程资源的开发与利用中明确地指出:“自然风光、文物古迹、风俗民情、国内外重要事件,学生家庭生活,以及日常生活,话题等也都可以成为语文课程的资源。”也就是说,社会生活中所存在的一切文化现象都是课程资源,也都可以成为教学资源,从中我们体会了语文课程标准中的文化教育内容与社会文化的联系达到了从未有的高度,在教学目标上,语文教学目标对文化素养提出了要求,总目标的第二项指出:“认识中华文化的丰厚博大,吸收民族文化智慧,关心当代的文化生活,尊重多样文化,吸取人类优秀文化营养”这里是从文化视角和文化的个性方面提出了对学生的文化要求,文化不仅是与社会联系的文化,而且要与整个人类历史和现实联系的文化。实现这一目标就必须将语文教育这种文化同整个人类文化紧密的联系在一起。

二、实施语文新课标对文化背景的要求

对具有丰富文化内涵的语文新课标的把握,不仅需要现代的文化物质基础,更需要现代文化意识。许多教师在讨论语文新课标的落实困境时,往往把眼光放到文化的物质基础上,诸如教育的现代化,必须具备现代化设施等等。当然,现代化教育设施的缺乏不能不说是教育现代化的一个阻碍因素,但观念的因素、习惯的因素、制度的因素、对语文新课标实施的影响更为直接也更为深刻,语文教育的现代化是一个文化观念的转变过程,即从旧的传统文化观念,转到新的文化观念的过程,没有这种观念的转变,就不可能奠定适应于语文新课标存在的物质基础,有些学校有钱可以建楼,买车,但不去买现代化的教学设备,甚至相反,将购置设备的费用挪用去买车、建楼,新课标的实施,需要教育工作者和所有社会成员普遍的观念的转变,教育是一种文化现象,突出了文化教育内涵的语文课程标准更需要整个社会的文化支持,没有这种支持,缺少适应于推广新课标的文化背景,再好的教育设计也都会落空,成功的德国职业教育无法在中国推广,是因为中国缺少促使德国职业教育走向成功的文化背景,同样,美国基础教育的民主氛围无法在中国推广,同样是中国缺少促成美国基础教育民主氛围形成的文化背景,因此,要使语文课程标准真正得到落实,在探讨通过具体方式解决问题的同时,应该从更广阔的视野,更大的层面上展开对文化背景的构建、语文新课标所蕴含的文化是一种新的文化理念,它在继承了我国优秀教育有文化传统,尤其是吸收了一百多年来语文教育教学经验的基础上,以面向现代化,面向世界,面向未来的全新视角,吸收了国外基础教育的先进理论和成功经验,从而构成了一种全新的文化,传统语文教育的文化背景已经明显不能适应,在传统教育文化背景中所形成的教育观念,也明显地落伍,而漠视文化背景要求的差异,在新课标实施中就新课标的要求而狭隘地致力于所谓观念改变的作法是不可取的,没有文化背景相应改变的所谓观念的改变,很容易被背景同化而重新走回改变之前的状态,那么有哪些背景文化不适于新课标进的落实呢?首先是人本文化的背景。没有整个社会以人为本的文化背景,就不可能有作为文化重要内容的教育中的学生的主体地位,这是落实新课标的基础,也是新课标的关键。其次是考试文化。考试文化是现实文化背景的一个重要内容,也是中国教育文化的一大特色,说它是特色,并不是说它是中国所独有的,而是说我们把它发展到了一种极限,不仅成为百姓观念中的当然,而且以国家制度的形式确定并实施,即所谓的应试教育,应试教育是人作为主体的缺位教育,在这种教育体制下,以人为本,张扬个性的新课标的实施必然是步履维艰的,第三,整个社会改变传统教育中与新课标相背离的文化理念的传承,中国教育源远流长积淀了十分丰富的文化传统,新课标现代意识对这些文化传统进行透视进行了继承和扬弃的选择,因此,被新课标扬弃或改变的因素依旧以传统教育文化积淀的形式存在于现实的教育文化的背景里,这无疑将阻碍新课标的落实,因此,对这些背景因素进行改变,成为促进新课标落实的必要性工作。首先应改变教师在整个教育中的角色定位,从而使他们由知识的权威,课堂的主宰变成学生学习的组织者和引导者,课堂交流的平等对话者,其次要改变千百年来固定在人们意识中的考试观念,使考试成为改善学生学习,促进学生发展的手段,这样的文化背景逐步形成之后,语

文课程标准才能得到真正推广,获得巩固、发展和创新。 三、新课标实施的文化策略

语文课程标准是对语文课程具有深厚文化内涵的设计,语文课程本身又是“人类文化的重要组成部分”,因此我们在强调外部的社会文化环境对语文新课标实施的影响,强调需要社会全体人员的努力改变当下文化背景中不适于语文课程标准的文化因素的同时,还必须通过语言自身的文化建设,为整个文化增添新因素,促使其文化背景朝着新课标理念方面的转变,充分发挥教育文化对社会文化的影响力。在课堂要渗透教育文化理念,对具体文本的教学中,注重文本文化内涵的挖掘和拓展,以认识中华文化的丰厚博大,吸收民族文化智慧,关心当代文化生活。尊重多样文化,吸收人类优秀文化营养的开阔视野和广阔的胸怀,认识和理解文本文化,增进师生自身的文化涵养,使师生具备传播新变化因素的素质和传播新文化知识和理念的条件,为影响和引导社会文化打下良好的基础,在这一前提之下,在对社区和家庭语文课程资源的开发与实践中,一方面在社区和家庭直接获取语文资源的素材,丰富语文课程的文化内涵,另一方面,在对素材的处理中,浸注全新的文化理念,使素材成为教学资源时,承载起新的文化理念,特别是在社区和家庭的语文实践,语言交际中,将语文所负载的新课标的文化理念,直接传达给社会,努力促使其对社会产生影响,为新课标的实施创造出和谐的社会文化背景。教师是教育教学的组织者和引导者,因此,教师教育文化观念的改变将是这一系列行为实施的基础和前提,要发挥学校教育文化对社会背景文化的影响作用,教师首先要在深入了解的情况下,躬行新课标的文化理念,从师生教学中主体地位的易位到对话式生成教学的实施,从观念的改变到行为的规范,从课程内容的价值选择到课程资源开发的文化观念的取向,从教学的整体思路到具体活动细节,从教学设计到教学评价,都应为新课标的文化内涵做出解说,使人们在这无声的解说中感受体验理解和接受其影响,这是新课标实施文化策略最重要的工作,也是最基础的工作,除此之外,还要遵循语文新课标文化包容性内涵,“尊重和理解多样文化”即以新课标所体现的文化态度,对待和处理与新课标相背离的背景文化因素,使新旧文化因素在彼此交往中进行适应性的调整和变化。

语文课程是人类文化的重要组成部分,它的存在与发展都有懒于人类文化的支撑,语文课程标准,在充分阐释语文课程的文化内涵的同时,也暗含了语文课程的落实中的一种文化背景的适应需要,只有在一种与其和谐,融洽的文化背景中,新课标的文化内涵才能为真正地发掘出来,文化的意义才能得以实现。ma bequeathed by slavery

Besides Panl D,Denver is another character ofhealing the trauma and achieving maturity after suffer-ing.Though eighteen years old,she acts muchyounger,maintaining an intense fear of the world out-side 124 and a perilously fragile sense of self.Feelinglonely and exiled,her self-hood develops with thegrowing of her sense of self.

She is enlightened by the latter crisis of her poorfamily.In the face of Beloved's escalating malevo-lence and her mother’s submissiveness,Denver isforced to step outside the world of 124.Filled with asense of duty,purpose,and courage,her departurefrom 124 marks the beginning of her social integrationand of her search for independence,self-possessionand separate self.Despite all hardships,she practicesher nirvana,which is a great exaltation of the psyche.Vengeful victim and purgatorial one

Beloved is combination of pre-Oedipal complex,a child's early(non-sexual)fixation on the mother pri-or to the child's entrance into the Oedipal Complex i-dentified by Freud and maternal hatred,which seemvery contradictory.

At the very beginning,Beloved and Denver loveeach other like a union.When the truth that Belovedis the ghost of Denver's dead sister is revealed.theydenies each other for their desirle for the same mother.The sense of envy is also pre-Oedipal complex.Underthe circumstance,sister-hood gives way to mother-hood.

Paradoxically,Beloved's desire for mother isvengeful due to her trauma of being killed by her ownmother.She makes efforts to tortures Sethe mentally aspossible as she can.The interaction between Belovedand Sethe is tense and vulnerable like the enduranceof a chord.Once Sethe reciprocates Beloved's violentpassion for her,the two become locked in a destruc-tive,exclusive,parasitic relationship.

Sometimes,Beloved becomes extremely malevo-lent.The scene in which she almost strangles Sethe,an act that mirrors the way her mother previouslysawed through her throat,suggests her extreme hatredon Sethe.Her revenge is practiced by her violence andviciousness:she seduces her mother's lover(Paul D)and attacks Sethe's dog,her house,and Sethe herself.Because mother and daughter have become indistin-guishable by her wretched demands,in which Sethebecomes emaciated while she becomes fat,her attackon Sethe is effectively a form of self-destruction at thesame time she ruins Sethe fiercely.By th e way,herresentment will be eased little.Her vengeful desire isso poignant that that all are ruined won't satisfy her.She is a cursed ghost,who is not only cursed but alsocurses the whole.124 is her considerable place,whereeverything is arranged for her resentment.Her traumaseems incurable because it is frequently deposited andincreased for ever like inanition.

More fortunate than Beloved,Sethe is still cur-able although she is almost ruined by the hardships ofslavery.What she experiences is the purgatorial suffer- ing,the most severe pain in life.

In the hardships of slavery,unwilling to relin-quish her children to the physical,emotional,and spir-itual trauma she has endured as a slave,she success-fully murders one of her children,which she considersas an act of mother's love and protection.Actually,the deed is the extreme of mother's devotion to herbaby,which she repeats and emphasizes for severaltimes in front of others.Her extreme is one of tenden-cy people are likely to have when they are in the posi-tion of possession and losing.She considers her babyas one part of herself,the beautiful part,which shehas right to dispose.In the hardest time,the time ofdespair,she desperately decides the baby's destina-tion by murdering her cruelly.The extreme clueltylingers on her mind as a trauma in her latter life afterthe end of the slavery.Afterwards,Sethe's behaviorbecomes purgatorial.She encloses herself in 124,where she can regret for her cruelty of murdering herbaby.She is unable to tell anyone about her past andshe is totally enslaved by it.

She is broken down and also cured when she be-comes hysteria in struggle with her trauma,which isunintentionally treated while she is forced by Belovedto recall the unendurable past-stories about herown feelings of abandonment by her mother,about theharshest indignities she suffered at Sweet Home,andabout her motivations for murdering her daughter.Herhysteria is confirmed by her actions in the exorcismscene,where she attacks the liberal white man,Ed-ward Bodwin.Freud and Breuer proposed that hysteri-cal symptoms disappear when the memory of the dis-turbing event that first provoked symptoms is recalledand the affect of trauma is aroused.Cure comesthrough the reproduction of the primal scene of trau-ma,which creates an opportunity for revision of thepaychic events that cause the primal trauma.

Sethe trying to kill Bodwin symbolically consti-tutes a restaging of her trauma:the death of herdaughter.Bodwin approaches the house to collect Den-ver for work in the same way that schoolteacher ap-proached to recapture his slaves.But this time,Sethechooses a difierent course of action.Instead of tryingto protect her children by killing them,she flies atBodwin with an ice pick.For the first time,her protestis directed outward toward the source of oppression,represented by Bodwin(who stands for schoolteacher),rather than taking the form of self-destruction of mur-dering her own children last time.At lhat momentBeloved disappears.She is also released and saved bymother's hysteria and her desperate response to thesame trauma,which the mother and the daughter sharefor so long.

Only when Sethe learns to confront the pasthead-on,to assert herself in its presence,can she lib-erates herself from its oppressive power and begin tolive freely,peacefully,and responsibly in the present.After the climax,Sethe is extremely exhausted while Paul D eventually returns to the house.When she liesin bed,Paul D gives her hope,gently touching herface:"Me and you,we got more yesterday than any-b ody…We need some kind of tomorrow." "'You yourbest thing,Sethe.YOU are.'His holding fingers areholding hers.'Me?Me?"[5]Although Sethe is unsureabout herself,she begins to recognize that She herselfmay be the center of her life,rather than the passingbaby or the past gone by.She is forgiven not only byPaul D but also by the circles of blacks,who are alsothe victims of slavery.Her desire and Paul D's areunlocked to envision the fresh future for them.In asense,they bring one another back to life.Their con-soling power,which lies in the mutuality of the innerexperience and suffering after all the trauma,leads thecharacters to nirvana,the focus from the traumaticpast to the present underway.

As the demonstration above.people respond totrauma distinctively and deserve various effects."Thehardships have deep repercussions in the individual'sinternal world so that even if one is eventually freedfrom external bondage,the self will still be trapped inan inner world that prevents a genuine experience offreedom.[6]If one can save themselves out of the innerillusion of bondage and face the reality despite thetraumatic past and,the mortal trauma will be erased,nirvana beyond the trauma.

Notes

[l]Giroux,Christopher.Contemporary literary criti-cism.v.87,Detroit:Gale Research Inc,1995.194.

[2]Ibid,p.308.

[3]Giroux,Christopher.Contemporary literary criti-cism.v.87,Detroit:Gale Research Inc,1995.308.

[4]Ibid,p.309.

[5]Morrison,Toni.Beloved.Beijing:Foreign LanguageTeaching and Research Press,2005.273.

[6]Giroux,Christopher.Contemporary literary criticism.v.87,Detroit:Gale Research Inc,1995.303.

Work Cited

Giroux,Christopher.Contemporary literary criticism.V.87,De-troit:Gale Research Inc.,1995.

Morrison,Toni.Beloved.Beijing:Foreign Language Teachingand Research Press,2005.

Tyson,Lois.Critical Theory Today.New York:A User-FriendlyGuide,2005.

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