First, the analysis of local teachers and students
Teachers' academic qualifications are generally low. At present, the long-term pressure of "exam-oriented education" on teachers, relevant educational departments and schools links students' test scores and enrollment rate with teachers' salaries and promotions, which drives teachers to strengthen the concept of selecting the best and teach for high scores. Therefore, teachers adopt spoon-feeding and spoon-feeding teaching methods, adopt the tactics of asking questions, memorizing, working overtime (making up lessons at last), so-called time plus sweat to train students' test-taking skills, and even choose teaching content by guessing questions. In this way, not only the students' personality can not be developed, but also the improvement of teachers' own quality and ability is restricted. In the long run, teachers can only follow the book.
Most of the students in border areas are ethnic minorities from rural areas. At the age of eight or nine, he entered the first grade of primary school without receiving preschool education. Some of them have never been exposed to Chinese, which means they are facing a brand-new environment, which makes it very difficult for them to learn. Some teachers have to use "bilingual teaching", but their grades are still not satisfactory. A few students still can't write a composition after entering middle school, and they can't express a complete meaning in Chinese at all. How easy is it to learn Chinese well?
Secondly, most students enter the middle school stage, and their enthusiasm for learning is high. In the senior year, their enthusiasm for Chinese drops sharply. There are many reasons for this. First, students' original Chinese foundation is poor, which makes it more and more difficult for them to understand and master the Chinese knowledge and skills of senior students. In addition, due to various reasons such as excessive study pressure, family difficulties, and future whereabouts, a considerable number of students feel tired of learning. Although the government and schools have given them great support (trying to carry out various assistance activities and even promising that they will take special care of ethnic minorities in the future), in recent years, the country has expanded its enrollment, so it is no longer so difficult to go to college, but it is getting harder and harder to find a job. Faced with such a result, it is difficult for many parents and students to see the significance of learning Chinese. The attitude of students in learning Chinese has greatly influenced Chinese teaching.
Second, the strategy in Chinese teaching practice
Facing the dilemma of local teaching, how can we keep up with the form and improve the teaching quality? I think we can start from the following aspects:
Teachers are the leaders of children and the key to implementing quality education. I remember someone once compared teachers to old drivers and students to trainee drivers. Teachers should take good care of their apprentices, and of course they should have excellent skills and abilities. At present, what poor mountainous areas need most is a team of high-quality teachers with real skills. According to the current understanding, the academic qualifications of Chinese teachers are generally not high, and a considerable number of teachers are assigned to teach in rural middle schools after graduation from technical secondary schools without Chinese teachers. With the development of the times, although most teachers are aware of the importance of improving their own quality and the urgency of educational reform. However, these teachers spend more than ten days passively receiving continuing education and education to improve their academic qualifications, actively improving their teaching ability and seriously discussing education and teaching theories.
As teachers, we should take the initiative to accept continuing education and academic training, and at the same time change the traditional educational concept, change the outdated educational model and be brave in innovation. Any attempt to improve teaching is an innovation and a bold attempt to take Chinese teaching to a higher level.
(1) Strengthen cooperation among schools, society and families.
As the saying goes, "parents are children's first teachers", children's growth can't depend entirely on parents or school teachers, and everything will be fine if parents can't send their children to school. A considerable number of parents have a weak awareness of their children's education, thinking that it is enough to write their names after graduating from primary school, so they do not support their children to go to school. The idea of son preference is still very serious. Even if they send their children to school, they rarely ask about their performance at school. Some parents don't even know what their children's Chinese names are, and they are in several grades and classes. To do a good job in education and teaching, parents, schools, class teachers and teachers need to communicate and cooperate with each other, and parents, schools and society need to pay attention to and work together to change the backward face of the local economy, thus promoting the development of local education.
(B) a better understanding of students
Because we are located in frontier minority areas, education and economy are relatively backward compared with urban areas. Moreover, because the learning starting point of minority students is different from that of Han students, teachers should have a better understanding of the teaching objects, and know yourself and yourself, so as to have more benefits in teaching. Because Han students are from their mother tongue (Chinese) to Chinese, while minority students are from their mother tongue (Yao language, adverbial, Miao language, Dai language, Yi language, etc. ) to Chinese and then to Chinese. Many of them have different levels of mastery of Chinese, and some even have some difficulties in communicating in Chinese. Therefore, it is not easy for minority students to learn things other than Chinese. For example, once a student told me that "he hit my cousin", and I asked him for a long time before I realized that he meant "he hit my chest".
In a word, minority students encounter more difficulties and obstacles than Han students in the process of learning Chinese. If their Chinese level is better, it will be easier to learn Chinese. Therefore, it is necessary to strengthen the study of Chinese knowledge and improve the understanding ability of minority students.
In view of the fact that minority students are unwilling to "speak" because of language barriers, try to create a language environment, such as games, telling jokes, telling stories and holding parties. So as to cultivate students' habit of talking frequently and be willing to say something. Then, it is not a problem to imitate, read aloud, answer questions loudly and practice oral English loudly. Then cultivate students' study habits of diligent reading, diligent practice and diligent thinking. Students are naturally interested as long as they say they can do it.
(3) Teachers should fully care about students' learning.
The biggest obstacle for minority students to learn Chinese is the problem of "translation" caused by the differences in language habits, that is, to "convert" the heard Mandarin into their mother tongue in their brains, and then to fully understand it after "filtering" and "selecting", and then to think further. Their thinking needs more "turning" and more time. Minority students think in their mother tongue, and the phenomenon of word order inversion often appears in sentence-making compositions. For example, in the literal translation of Zhuang and Chinese, the Chinese word "My mother put her new schoolbag on the table." Zhuang language is "Mom, I put my bag on the table" and so on. Therefore, when they learn Chinese, there is a process of adjusting the word order from reverse order to order, and words should be "translated". Therefore, it is an extremely important task to help minority pupils change their mother tongue thinking habits.
How to cultivate minority pupils to form the habit of thinking in Putonghua?
For ethnic primary school students who have just entered the school, they have to use dialects to assist teaching, but with the increase of time, teachers and students should increase the frequency and difficulty of using Putonghua. Chinese Pinyin is a crutch for learning Chinese. Let them master it well, but not too demanding. In reality, it is common for many teachers to extend the teaching time because students are unwilling to accept Chinese. We might as well introduce the concept of "fast pace and high efficiency" into this phenomenon.
Chinese teaching in ethnic education should adopt "fast-paced, high-efficiency" teaching methods, with normal teaching speed or slightly faster teaching speed. At the same time, some simple translation exercises related to the text content (or translation between other national languages and Chinese) are appropriately added to broaden students' horizons. The words that increase students' awareness should be easy to understand and useful for their next study. Although the text has not yet appeared, let them have a preliminary understanding of these words and translate them. For example, in Book 4, Proud Peacock, the first lesson is to solve problems, and then let students read the text according to pinyin. After reading the text, let's talk about the meanings of the following words: pride, showing off, procrastination, walking, courtesy, identical, colorful throwing money, stepping, struggling, ugly and so on. Students should express themselves in Zhuang and Chinese respectively. If students can't speak, teachers should help them understand. After students have a basic understanding, they will put forward the following words (not in the text): pride, inferiority, boasting, boasting, boasting, procrastinating, wandering, acting weird, colorful, starting, collapsing, ugly and so on. These words are usually just displayed on the blackboard for students to know, which is slightly compared with the words that need to be mastered, such as pride-pride. By strengthening the accumulation of vocabulary, we can lay a foundation for students to think in Putonghua.
In a word, it is an effective way to improve students' Chinese practice ability and embark on Putonghua thinking as soon as possible to expand students' knowledge, broaden their horizons of Chinese knowledge and expose them to more information in a limited time.
Teachers in poverty-stricken areas in the border areas should not only care about the details of students' life such as food, clothing, housing and transportation, but also ensure that they can live safely, healthily and happily on campus. More importantly, we should care about their ideological trends, make them realize the current situation and the importance of learning, and induce and motivate the students of frontier ethnic minorities. The best way is to let them study actively. In the process of learning, no matter what difficulties you encounter, you should give some support, understanding and encouragement.
In addition, students with excellent grades, average grades and learning difficulties should have different goals, so that they can gain a sense of success, affirm that there are fewer and fewer students and let students know that they can do it. We should care about all students with learning difficulties, especially ethnic minority students, respect their national feelings and help them build up confidence in learning Chinese.
It is a long-term process to improve the quality of Chinese teaching in poor border areas. First of all, we should keep students and let them study with peace of mind. Secondly, we should try to teach ethnic minority students in various ways. In such a multi-ethnic place, we don't want the best (not as good as developed areas), but only better. While striving to catch top students and cultivate the pillars of the country, we should pay special attention to cultivating middle and underachievers. Hopeless study does not mean hopeless life. They are the masters of changing poverty and backwardness in this area.
In short, in areas with many ethnic minorities in the border areas, Chinese education needs teachers' further efforts and teachers' Qi Xin's cooperation to strive for the further success of Chinese education.
References:
1, Chen Hongshou, On Ethnic Education in China (V) [M]. Adult Education Science and Technology Press, 1992.
2, Jiang Ping, Zhu Songnian' On Chinese Teaching in Primary Schools' [M]. Shanghai Sanlian Bookstore, 200 1
3, Xie, Sun Ruoqiong, "The strategic choice for the development of ethnic education in China" [M]. Central University for Nationalities Press, 199 1.
4. Bao's primary school Chinese teacher [M]. Shanghai education publishing house