文学教育与语文教育息息相关，但二者的内涵与外延却不尽相同。文学教育不仅仅是 语文教育中极其重要的一部分，更能够促使语文教育在知识、技能与情怀之间找寻到一种 平衡。顾随从教的四十年中，其个人的文学教育观念与实践都较为成熟，在古诗词教学领 域更是成就突出。本文针对于顾随文学教育的研究主要从其古诗词教学入手，一方面对顾 随的文学教育观念与实践上所呈现出的特点进行概括总结，一方面考虑文学教育与语文教 学之间的离合问题。在此基础上，针对于基础教育学段下的古诗词教学，才可更好地与顾 随的文学教育思想进行勾连与疏通。在研究内容上，本文着重从顾随的学生及后人对其课 堂的回顾来看顾随在其古诗词课堂上如何进行文学教育。在对于文学教育观念及课堂的考 察中，将充分把握来自于教师与学生两方面的信息，站在师生对话生成的历史课堂中间， 来看待教师其文学教育教育是如何实践的，继而思考这些做法对于当代中学阶段古诗词教 学的启示。由此，本文从以下三个部分展开论述。 第一部分着重于梳理与论述。文学教育以文学文本为核心，教师、文本与学生三者之 间产生了对话交流以及教育互动，这就需要对三者进行综合考量。因此这一部分主要对顾 随在文学观念、文学教育观念与课堂实践上所表现出的特点进行总结概括，并通过与同时 代学者的比较，找寻顾随在文学教育上的特殊性以及优势所在。 第二部分着重于反思与辨析。关注中国现代学制实行以来，语文教育的发展趋势与文 学教育的走向，并且考量当代问题与文学教育之间的相关性以及中学阶段开展文学教育的 适应性。然后从教师教学与个人发展两方面入手，在顾随文学教育的启发下提出相关建议。 第三部分着重于应用与实践。在前两个部分的基础上，针对于高中学段对古诗词选修 课程进行案例设计。本文课程设计关注于宋代诗词的选修教学，在具体案例上选取了以宋 词为核心篇目的一课时进行展开。在顾随文学教育的启发下，通过案例的形式来展现文学 教育在中学阶段语文教学中的可行性。 本文认为，文学教育在基础学段的语文教学中理应得到更多的重视，这不仅仅是对语 文教育及语文课堂价值的完善与追寻，更是提高青少年审美修养、坚定文化立场、养成文 学情怀的必由之路。教师应积极担负起文学教育之责，对于文学本身保有情怀，对于现实 问题积极思考，对于文学理论不断学习，重视文学本身的育人、审美、表达功能。知古并 非拟古，在寻求不断进步之时，也应对于来时之路上的师者与课堂进行充分的了解，从前人的智慧中汲取当代启发。

Literature Education and Chinese education are closely related, but their connotation and extension are not the same. Literature education is not only a very important part of Chinese education, but also can promote Chinese education to find a balance between knowledge, skills and feelings. In the 40 years of Gu’s teaching, his personal ideas and practice of literature education are mature, especially in the field of ancient poetry teaching. In this paper, the research on Gu Sui’s literature education mainly starts with his teaching of ancient poems. On the one hand, the characteristics of his ideas and practice of literature education are summarized, on the one hand, we should consider the connection between literature education and Chinese teaching. On this basis, aiming at the teaching of ancient poetry under the basic education section, we can connect and dredge. In terms of research contents, this paper focuses on how to carry out literature education in Gu Sui’s ancient poetry class from his review of students and later generations. In the investigation of the concept of literature education and the classroom, we will fully grasp the information from both teachers and students, stand in the middle of the history class generated by the dialogue between teachers and students, and look at how teachers practice their literature education, then think about these practices for the contemporary middle school stage of ancient poetry teaching enlightenment. Therefore, this article launches the elaboration from following three parts. The first part focuses on the carding and discussion. The literature education takes the literature text as the core, between the teacher, the text and the student has had the dialogue exchange as well as the education interaction, this needs to carry on the comprehensive consideration to the three. Therefore, this part mainly summarizes the characteristics of Gu Sui’s literary concept, literary educational concept and classroom practice, and compares them with the contemporary scholars, looking for Gu Sui’s particularity and advantage in the literature education. II
The second part focuses on reflection and discrimination. This paper focuses on the development trend of Chinese education and literature education since the implementation of Chinese modern school system, and considers the relevance between contemporary problems and literature education and the adaptability of literature education in Middle School. Then, from the two aspects of teacher teaching and personal development, the paper puts forward some relevant suggestions under the inspiration of Gu Sui’s literature education. The third part focuses on application and practice. On the basis of the first two parts, this paper designs a case for the elective course of ancient poetry in senior middle school. The curriculum design of this paper focuses on the optional teaching of song poetry, and takes song poetry as the core part of the curriculum to develop, through the form of cases to show literature education in the middle school stage of Chinese teaching feasibility. This paper holds that literature education should be paid more attention to in the Chinese teaching of the basic course, which is not only the perfection and pursuit of Chinese education and Chinese classroom value, it is the only way to improve teenagers’aesthetic accomplishment, firm cultural stand and develop their literary feelings. Teachers should take on the responsibility of literature education, keep the feelings for literature itself, think about the realistic problems, study the literature theory constantly, and pay attention to the function of literature itself in education, aesthetics and expression.To know the past is not to imitate the past, while seeking continuous progress, we should also have a full understanding of the teachers and classes on the way to come, and draw inspiration from the wisdom of the past.