Research On The Application Of "blank Art" In Chinese Reading

"blank white art" is a kind of creative technique of ancient paintings.The production of"blank white art" is deeply influenced by ancient Chinese Taoist thoughts,such as Laozi's "with or without symbiosis",Zhuangzi's "silent","invisible","Inaction" and so on.These thoughts laid the theoretical foundation for the creation of "blank white art" in Chinese paintings.At the same time,they have influence on other artistic fields such as music,literature,calligraphy,architecture,etc.For example,the corresponding "white space" in paintings corresponds to that in calligraphy."Flying white",the corresponding in literature is "exhaustion is endless".In order to cater for the trend of educational reform and development,in order to cultivate students' comprehensive and individual development.The Ordinary Senior High School Chinese Curriculum Standards(2017 Edition)proposes a series of new values for Chinese language teaching.It requires that Chinese language teaching should change the teaching mode focusing on instilling knowledge,establish the main position of students,and pay attention to cultivating the spirit of students' active exploration.Self-study ability and aesthetic appeal.As a result,many language education experts proposed various new teaching methods,hoping to change the lack of student subject status,problem awareness,and lack of innovation in reading teaching.It can thus be seen that the "remaining white art" has moved from the art field to the high school Chinese language classroom,which not only conforms to the trend of educational reform,but also conforms to the concept of the new curriculum,and has its existing value and significance.This paper introduces the concept of "remaining white art" into the high school Chinese reading class.It uses the literary text as an example and studies its use.It aims to change the traditional situation of being enslaved by knowledge and restore students' main position in knowledge generation.Provide some effective strategies and ideas for teachers in the language reading classroom.The content of this article consists of four chapters.The first chapter mainly elaborates the related theories of "blank white art" in the teaching of high school Chinese literary texts.In the first section,through the historical process of the development of the "remaining white art" in the Tang,Song,Yuan and Qing dynasties,the source of the "white space" was explained;and then the content of the traditional "white space art" was deliberately hidden in part or intentionally.Leave blank space for the reader to leave imagination,in order to achieve the reality of reality and density,dense and concise artistic conception;Then,elaborate the theoretical foundation of the "remaining white art" is the ancient Chinese Taoist thought and Western format tower psychology,and finally from Chinese calligraphy,Other artistic fields such as poetry,music,opera,architecture and other articulate the same "white space concept." The content of the second section is the definition of the concept of "remaining white art" in the teaching of Chinese reading in senior high school.It first sums up that"educational" is the most essential feature of teaching art;secondly,from the "leaving white" and language reading in the text.The "white space" in teaching reveals the double connotation of"blank white art" in teaching.In the third section,the three aspects of high school language curriculum standards,the new curriculum reform advocacy learning method,and the development of high school students' thinking are explained.It explains the necessity of using"blank white art" in Chinese reading teaching in high school and can effectively improve classroom efficiency.To protect students' main body position,cultivate students' innovative thinking and imagination,and improve teachers' quality and teaching ability.The second chapter investigates students' questionnaires and interviews with two four-star high schools in Suzhou and Yangzhou,and finds that teachers have misunderstood the strategy of"blank white art",the value of text is diluted,and the dialogue between teachers and students is in the classroom.The effect is not good,teachers do not make full use of the "blank white art" in the classroom,and then explore the theoretical research of "blank white art" in reading teaching is not sufficient,the meaning of the readership of the text is not really realized,the lack of student status in reading teaching,The leading role of teachers has not been fully realized.The third chapter takes the literary texts of high school textbooks as an example.On the one hand,it digs deeper into the "blank" in the literary texts of four different genres:poetry,prose,fiction,and drama,from the end,symbols,plots,and characters.Starting from different perspectives,such as emotions,guide students to carefully study the "meaning outside of words"in the text.The texts selected for the high school Chinese textbooks are largely unspoken and usually left blank to allow readers to dig.Excavation of text blanks not only requires students to read in depth and meticulous,but also requires them to develop imaginative associations in order to improve their aesthetic ability and enrich their connotations.The fourth chapter is the application strategy of "blank white art" in the practice of high school literature class.First of all,the application of "remaining white art" in lesson preparation does not mean that teachers can find opportunities to be lazy.Instead,they need to carefully study the texts and design some targeted "blank space" according to each student's learning ability.Secondly,before teachers formally enter the classroom,they can import through intuitive images,videos with suspicion,and interesting questions to stimulate students' interest in learning,mobilize their enthusiasm for classes,and effectively improve the efficiency of classroom teaching;Classroom questioning is also an art.Teachers should leave a blank space in questioning and answering.Teaching activities are two-way exchanges between teachers and students.Teachers must not only carefully set up problems,but also timely grasp opportunities to guide students to find problems.Ask students to ask questions and ask questions.In the confusion,students are left blank to allow students to diverge their own thinking and stimulate their enthusiasm for further study.In addition,teachers should also give students appropriate space in the course of class evaluation,on-line book design,homework assignments,and so on.This can stimulate the students' enthusiasm for learning and innovation,and cultivate students'habits and awareness of active inquiry,so as to cultivate students' interest and ability to study independently.