How to teach vernacular Chinese?

-Sun Shuangjin, a reading teacher, questioned Chinese teaching. Recently, Sun Shuangjin, a special-grade teacher, questioned Chinese teaching, just like a devout Buddhist disciple was enlightened by a monk. Teacher Sun thinks that the biggest feature of vernacular Chinese is that it is as clear and easy to understand as words. We often go into a misunderstanding in teaching-"ask to the end". Start from scratch, and then guide the students to ask why, why and a hundred thousand why paragraph by paragraph, sentence by sentence, until the students understand. In fact, 70% or 80% of the students have learned many articles by themselves after previewing. Indeed, when I was in the class of "Castle Peak is Young", my classmates questioned only two questions: "He changed his life into something else." What does this "something else" mean? "He really lives with mountains and rivers and shines with the sun and the moon." What does this sentence mean? If we fully understand the learning situation, teaching can be targeted, do a lot of useless work less, and save time for students to carry out effective reading training. Instead of standing still, repeating explanations and practicing what students already know like fried rice. The following four points should be paid attention to in the teaching of vernacular Chinese: 1. Can't understand. "The focus of vernacular Chinese teaching should not be to spend a lot of time on understanding and making a big article." Theoretically, I agree with this view. We should go beyond the text and regard every text as an example of students' Chinese training. Let the students learn this one by one, so as to draw inferences from others. But the fact is that we have to take understanding the text as the first goal of teaching. We emphasize students' experience and perception. What happens in exercises and exams is that students understand and lose points because their expressions are not appropriate enough. They "understand" but can't "speak". What should we do or take notes, so that students can learn to organize language and express it accurately in continuous learning. Although understanding is very important, we still can't take it as the whole of reading teaching. Secondly, I pay attention to express my appreciation and admiration for reading teaching, which is a combination of reading and writing, so that students can obtain writing methods in reading teaching. We spend a lot of time on reading teaching, and composition teaching only accounts for a quarter. There is no method and order in composition training, so we should learn methods from reading teaching to improve our writing level. The success of director Xie's composition teaching in our school lies in her infiltration of writing teaching in reading teaching. Therefore, we must keep in mind the expression of concern advocated by Mr. Sun: 1, the author's words; 2. Connect sentences into paragraphs; 3. Layout planning; 4. Language style. Third, how fast and how easy it is to save the "Sanqiu Tree". In our reading teaching, there are too many inefficient and ineffective classes. Improving Chinese literacy is nothing more than reading and writing. As long as we pay attention to reading aloud, reciting and accumulation, the improvement of students' Chinese ability is just around the corner. Fourth, depending on the text, there are teaching methods, and teaching is not fixed. Teaching students in accordance with their aptitude. Teacher Sun teaches the article Deep Thinking, aiming at four teaching objectives: a story, an ancient poem, a much-told story and a phenomenon. After reading it, I can't help but be amazed and shout wonderfully. The teaching goal is clear, the process is clear, and it is full of strong Chinese flavor. It's really written by a master. Only sigh with emotion: the road is long, but this is Xiu Yuan, and I will go up and down for it.