I should be one of the earliest readers of Primary School Chinese Teacher.
From 65438 to 0978, I studied Chinese as a primary school teacher (at that time, it was called Guoxue Primary School Edition). In those few years when there were few educational magazines, Primary School Chinese Teachers naturally became my favorite, and I subscribed for it for many years.
30 years may be just a flick of a finger in the historical time and space, but as a primary school Chinese teacher, I followed a publication, but I left an unforgettable long life growth figure, many thoughts and many knots. ...
There was once a yearning called "expectation"
As a reader of Primary School Chinese Teacher, at that time, I was eager to be her author.
Since 198 1, I have published teaching research articles in many periodicals all over the country and gained great popularity, but I posted "primary school Chinese teacher" twice, but I was not hired. This makes me very depressed. To tell the truth, on the one hand, I have a complaint about whether the threshold of publications is too high, on the other hand, I also have a hidden pain that I feel unprepared. After two setbacks, I almost gave up the idea of submitting the Primary School Chinese Teacher again. Fortunately, I am familiar with other publications, and the manuscripts are constant, so I have no contribution to primary school Chinese teachers.
1996, the inflection point is coming. At that time, "Primary School Chinese Teacher" wanted to write a special topic for Wang Yanhua, a special teacher. Miss Wang asked me to write an article for her. I gladly accepted this order and sent it to Wang Yanhua's Art of Language Teaching, which was well received by the editorial department, and asked Mr. Wang to tell me that I wanted to write more articles for Chinese teachers in primary schools. Since then, I have been out of control. I have published as many as 36 articles in Primary School Chinese Teachers, which are both authentic "old readers" and authentic "old authors".
There was once a deep feeling called "watch"
It is not an easy task to show articles in "Primary School Chinese Teachers" frequently. The key lies in whether you have an overall grasp, forward-looking examination and avant-garde expression of the national minority language teaching reform situation. So far, I have published more than 1000 teaching research articles in national education newspapers, and many articles that I think are more innovative and cutting-edge are published for the first time in Primary School Chinese Teachers. For example, the third issue of 1999, Deciphering the Black Box: A Study on Classroom Record and the Creation of Excellent Courses, reflects the narrative discussion that points the research trend to the wisdom of teaching practice, which is undoubtedly of pioneering significance to the case writing and narrative research that prevailed at the beginning of this century. The concept of "hard design" and "soft design" in Chinese classroom teaching was put forward for the first time in issue 1 in 2000, which deeply reflected on the tedious and rigid traditional presupposition and its negative impact on classroom teaching practice. The article Hypertext Idea and Big Reading Strategy published in the 7th and 8th issues of 200 1 realized earlier that we should "teach with textbooks" instead of "teaching textbooks rigidly".
The creation of these manuscripts undoubtedly benefited from the guidance of primary school Chinese teachers. Tan Hongsheng, the executive editor at that time, was my best friend. He often discusses with me the editing ideas of publications and the key topics of soliciting contributions. It should be said that the gestation of these manuscripts is inseparable from his influence on me.
As the ancients said, the sound of running water can nourish the ears, the green grass can nourish the eyes, and the theory of reading translation can nourish the heart. A good periodical is not only a beacon of the world, it can not only illuminate people's hearts, but also lead people forward. "Primary School Chinese Teacher" brought me an open mind and a soaring spirit.
There was once a reason called "moving"
By the end of last century, I had published nearly 100 books in various publishing houses, but unfortunately I have not published any books in Shanghai Education Publishing House. Shanghai Education Publishing House enjoys a high reputation at home and abroad, and I certainly hope that my works will be published here.
200 1, the opportunity has finally come. Editor-in-chief Tan Hongsheng invited me to contribute to the column "Excellent Design by Famous Teachers" and write "Comments". So, from the 9th issue to the end of 2003, * * * published 42 classic teaching designs of famous special-grade teachers 100.
On this basis, the editorial department asked me to be the editor-in-chief, and compiled a book "Classic Design of Classroom Teaching for Famous Chinese Teachers in Primary Schools" (330,000 words), which was officially published by Shanghai Education Publishing House, with Yang Wenhua as the responsible editor. It was with the help of the editorial department of Chinese Teachers in Primary Schools that the light of dreams came into reality, and I finally got the first book published by Shanghai Education Publishing House.
The 9th issue of Primary School Chinese Teacher in 2002 included me as an ordinary teacher who has been engaged in the practice and research of Chinese teaching in rural primary schools for life, and published my column "Developing Life", "On Mr. Zhou's Academic Innovation Character" written by Comrade Bao and "Seeing the Spirit in Minutes-Notes on Mr. Zhou's Trivia" written by Comrade Bao. Things are like smoke, and sitting and watching the sunset is like drawing a picture. For me who had retired at that time, this was really a great encouragement and spur, and how could I not be moved all the time?
There used to be a kind of walking called "Endeavour"
Shortly after my retirement, Comrade Tan Hongsheng also faced retirement. I remember once he told me that he was going to introduce Li Zhencun, deputy editor-in-chief of Shandong Education, to be the primary school Chinese teacher. I was overjoyed, and I couldn't help being moved by Shanghainese's "Shanghai style" and Li Zhencun's enterprising attitude of bravely breaking into the world. Comrade Li Zhencun and I have never met, but we are old friends. It can be said that Shandong education is the starting point of my teaching and writing. Li Zhencun is the editor-in-chief of Shandong Education, and his articles are well written. Shandong education is presented to me every year. Among them, I like to read some close-ups about Shandong education reform written by Li Zhencun. I am amazed by its harmonious style and open and close context. This time, his visit to "Chinese Teachers in Primary Schools" will definitely make the publication further. Sure enough, in 2008, the revised edition of "Chinese Teachers in Primary Schools" was successful, and Chinese teachers in primary schools all over the country welcomed it with a brand-new attitude.
In fact, I have always advocated revision. As early as the beginning of this century, I suggested talking about Comrade Hong Sheng's revision, and he also had this intention. However, due to some reasons, it may be because some comrades have a soft spot for the traditional format of 32 format and can't bear to give up, and the revision has never been carried out. Of course, the simplicity and practicality of Primary School Chinese Teacher is well-known in the small language circle, which is probably related to the small format of 32. However, it should be said that this is not an essential connection, and non-format magazines can be just as short and practical. On the other hand, we should also see that the team structure of Chinese teachers in primary schools is also changing today. They are young, their academic qualifications have improved, their horizons have broadened and their thoughts have enriched. They are no longer satisfied with simply reading "teaching design", imitating plagiarism, and only browsing "dried tofu" essays. They also like to read long papers to feel the influence of philosophy and the flow of poetry. They hope that the communication with publications is all-round, with both emotional words to read, pleasing pictures and photos to see, and exquisite formats to enjoy. Facts have proved that these aspects can be more effective after revision. According to my conversations with teachers around me, the revised magazine has been warmly welcomed!
As a national-level Chinese core periodical with the earliest publication time, the largest circulation, the widest coverage and the highest self-funded subscription rate among similar magazines in China, Primary School Chinese Teacher has been at the forefront of educational reform, and "forging ahead" is her consistent life characteristics and mental state.
Advocating simplicity, seeking truth from facts and moderation —— My opinion on deepening the reform of Chinese curriculum
Text/Jasmine Zhang Source: Primary school Chinese teacher
Some people compare the current Chinese curriculum reform to "coming in the fog and going to rain in the wind", which shows that there are still many puzzles or doubts. How to further deepen the reform of Chinese curriculum? Since the curriculum reform, there have been some new changes in Chinese classroom: stimulating children's interest in learning, cooperating more, using multimedia more, allowing students to collect more materials and encouraging students to interpret more ... But the new round of curriculum reform, after all, is a brand-new job, and everyone is still inexperienced, which will inevitably lead to improper handling and even some deviations:-Chinese classroom is more active than in the past, but there are many formalistic things, which are submerged. -some Chinese classes are still the old way, the text is broken, and there are still traces of "holding". -The burden on students in some areas is still relatively heavy. Teachers are generally worried about exams. There are three reasons: first, it is caused by habit; Second, the reform of Chinese curriculum evaluation lags behind; Third, the understanding of Curriculum Standards is not comprehensive enough. First, advocate simplicity, and we should advocate simple Chinese teaching. Some people say that Chinese is not simple, but complicated! It is true that the physiological and psychological mechanism of Chinese learning is really complicated, but how to learn Chinese well is not complicated, that is, "mastering the law of using Chinese in a lot of Chinese practice", as stated in the Curriculum Standards. What is China practice? Isn't it the most important thing to read and write more? In the Curriculum Standards, it is very incisive: "We advocate doing fewer questions, reading more books, reading good books and reading whole books." This is talking about reading more. Curriculum Standard also says: "Let students learn to write in writing practice." This means-if you write too much, you will write. Therefore, we should not artificially make education in China so complicated and profound. The practicality of Chinese learning determines the comprehensiveness of Chinese learning. It is wishful thinking to decompose Chinese into "knowledge points" and "ability points" and train them one by one, trying to improve the efficiency of Chinese teaching with such teaching methods. Chinese studies are edification, contact, accumulation and progress. This is like a new steel pot, shiny and shiny. Cooking on the stove will turn yellow after three to five months of smoky fire. In another year or two, it will turn brown again A few years later, the bottom of the pot even turned black. Learning Chinese is like drawing the bottom of a pot. People often say "how is someone's Chinese literacy", and the word "literacy" just tells the law of Chinese learning. There is a fable in Zhuangzi, which tells that "communication" and "Hu" want to chisel "seven orifices" in "chaos". They cut a hole in his head every day. On the seventh day, the "seven orifices" were drilled, but "chaos" also died. There is no doubt about the intentions of "Dan" and "Hu", but they don't know that "chaos" is a natural state and there should be no "seven tricks". Just cut his "seven orifices" and hurt him. Chinese learning is comprehensive. As long as you do linear training such as mathematics and physics, it is tantamount to opening seven holes in the chaotic head. Some teachers set the following teaching goals: 1. Knowledge and ability; 2. Methods and processes; 3. Emotion, attitude and values. This complicates the goal of Chinese learning. It should be noted that the Curriculum Standard puts forward "three dimensions of goals" instead of "three goals"! From the perspective of Chinese learning, the three dimensions are a whole. Emotion, attitude and values exist in the learning of knowledge and ability, but not outside the learning of knowledge and ability. The internalization of knowledge ability, emotional attitude and values should go through a process of self-experience and self-construction. For example, teaching students to write seems to be a matter of pure knowledge and skills. In fact, when writing, let them feel the structural beauty of Chinese characters and like Chinese characters from the heart. This is emotion, attitude and values. Also teach children how to write a word well, such as words with left and right structures. When writing, the connected parts should converge and avoid; Students can't write well, from bad writing to good writing. They use their brains to realize how to write beautifully. This is the method and process. Knowing that "three dimensions" are "one", we can grasp the characteristics of Chinese education in essence, which will help us simplify our thinking and learn Chinese well. To put it simply, Chinese should have the following characteristics: simplified clues and simple goals; The classroom situation is relatively stable, rather than changing frequently like a lantern; Finish the homework in class and return the extracurricular time to the students.
Secondly, the word "Ben" here has two meanings: one is the noumenon of Chinese; The second is the text. What is the noumenon of Chinese? Elymus has long said that oral is language, written is writing, oral is listening and speaking, and written is reading and writing. Specifically speaking, it is literacy, writing, reading, exercise, oral communication and comprehensive learning. Chinese teaching is inseparable from language and literature. We can't drown out instrumentality just because we emphasize human nature. Language is the carrier of culture. In the teaching process, only by exposing students to language can we deepen our understanding and perception of the text, thus being influenced by emotions, gaining ideological enlightenment and enjoying aesthetic pleasure, thus making human nature stand out. Let's talk about the development and utilization of teaching resources. In fact, the most important teaching resource is Chinese textbooks. Some people say that we should not attach too much importance to the text. After all, the text cannot solve all the problems of students' development. But the reality is that the text is not taken too seriously, but the attention and learning of the text is far from enough. It is good to surpass the text, but to surpass the text, we must first study the text. If you have a little knowledge of the text, how can you surpass it? There is an old saying in China, which is called "extrapolate". If "one" is not well given, how is "three" derived? To guide students to learn the text, teachers must learn the text first. If teachers don't understand the text thoroughly and don't understand the writing intention, it will be difficult to help students improve their Chinese literacy by relying on the text. Some teaching and research groups prepare lessons, each prepare a unit, and then communicate with each other, also known as "resources * * *". A research text is a dialogue between yourself and the author (including the editor). How can others do it for you? Now we talk a lot about presupposition and generation. "Generation" seems to be accidental. In fact, the wonderful production can not be separated from the learning atmosphere in the classroom and the active degree of students' thinking. Just like boiling water, bubbles will come out only when it reaches the boiling point. Insufficient presupposition, class is like swallowing water, where will there be "bubbles" coming out? Therefore, in my opinion, only when teachers have a thorough understanding of the text and have a preset that conforms to the learning situation can they guide the rules in the classroom and create a learning "field" that can spark generate's wisdom. Chinese class should guide students to delve into the text. Teachers' explanation or students' collective discussion cannot replace students' individual reading. To strengthen the initial reading, we should set aside a period of time for students to settle down and study. Try to read in and read correctly and fluently. I advocate not reading the text well and not "talking". How to help students understand the text? I think there are two points to pay attention to: first, the understanding of the text should be carried out together with reading, which is the so-called "reading to guide enlightenment, reading to see enlightenment." Students should be exposed to language, feel the thoughts and feelings contained in it, and then read these feelings through their own reading. Second, reading comprehension should avoid triviality. It is necessary to advocate overall perception, achieve "everything goes smoothly" and grasp the key words to cut in. For example, Mr. Sun Shuangjin grasped the programmatic word "sincerity" when he was teaching "Visiting the Cottage", which made students realize Liu Bei's thirst for talents. When the outline is lifted, the eyes (grid) are opened. We should also encourage more reading, be familiar with it, form accumulation, and guide its application through appropriate migration. Third, we should advocate "three realities"-truthfulness, simplicity and solidity. There are many formalism in Chinese class now. If you don't need it or not, use multimedia and let the students perform. Obviously everyone has a textbook in his hand, but he insists on typing the words on the screen paragraph by paragraph. It's good to read aloud by yourself, but you have to let the tape recorder read it for you. Why can't students read their own textbooks? Why can't teachers demonstrate reading by themselves? Another example is to equate cooperative learning with four-person group discussion, let the four-person group discussion easily, and stop immediately without saying a few words. What is the actual effect of such cooperative learning? A class is very lively, but you can't see solid training and hear the sound of reading. What did the students gain?
In teaching research, there are also problems of pursuing glitz and not paying attention to actual effect. Take part in open classes, pursue appreciation and popularity, be more colorful and less pragmatic. In my opinion, when attending an open class, we should advocate a normal class with a normal heart. We should also advocate the atmosphere of seeking truth from facts when conducting research. The problems encountered in curriculum reform are research topics, their own teaching practice is the research process, and the teaching effect is the research result. Advocate to observe with your own eyes and think with your own brain, so as to draw your own conclusions. Doing research or writing articles in this way is true and clear, useful to people and beneficial to themselves. As for "training", it seems a little diluted in the Curriculum Standard. In fact, what the Curriculum Standard opposes is only the tedious and mechanical training that once filled the classroom. It is a "sea tactics" that is only useful for exams and useless for life. For example, fatigue bombing copying, endless articles doing mock papers ... Let's take a look at what the Curriculum Standard says: "Chinese teaching should pay attention to the perception, accumulation and application of Chinese, pay attention to the training of basic skills, and lay a solid foundation for students." It can be seen that things that belong to basic skills, such as writing, reading and habits, still need solid training. Habit refers not only to the good habit of learning Chinese, but also to the ability of literacy, writing, reading, writing and oral communication, which must reach the level of skills and even habits, that is, to form what Mr. Zhang Guangjian called "rapid response channel" in order to be of practical use to students; Without repeated practice and practice, it can't be used without automation. Mr. Lv Shuxiang has long said: "In Chinese teaching, the main task should be to cultivate students' good habits, and we should not rely too much on teachers' analysis and explanation. Because using language is a habit, habits should be cultivated through repeated practice and practice. " There is a statistic abroad that can explain the problem well. People need to practice listening, speaking, reading and writing for more than 300 times before they can remember any word or sentence, and they should remember it for a lifetime. If you want to use it freely, the number of exercises must be at least 1000. When the number of exercises reaches more than 3000 times, these words or sentences will be recognized as mother tongue. The training we emphasize is basic training, scientific training and active training. This can be seen from the design of primary school Chinese homework and the design of columns such as "Learn to use words and expressions", "Pay attention everywhere" and "Chinese and life". These exercises are designed to lay a good foundation for students' Chinese skills, and have the characteristics of openness, life, encouraging exploration and stimulating children's interest. Fourth, the so-called moderation means that we should pay attention to adjusting and deepening our understanding, avoid metaphysics and one-sidedness, and thus establish a new balance on a new basis. Materialist dialectics tells us that the development of things can't be straight, but wave. To achieve major changes, we must break the original balance and create new imbalances. With the gradual deepening and constant adjustment of reform, a new balance has been established, and things have been developing in the process of "balance-imbalance-new balance". The same is true of Chinese curriculum reform. By studying Curriculum Standards, I improved my understanding and updated my concept, so I tried to break the old classroom model and establish a new teaching order. When the old is broken and the new is built, it is inevitable that there will be some imbalances and even out of control. This requires us to make necessary adjustments on the basis of improving our understanding. It is necessary to expand the text appropriately, but it should be prevented from being far away from the text. In our lectures, we can often see excessive inflation. A teacher taught Qin Terracotta Warriors and Horses, and asked students to collect information about Qin Shihuang, so as to deepen students' understanding of the text. This is understandable, but the teacher spends most of the class time letting students show their materials separately and discuss the merits and demerits of Qin Shihuang in a complicated way. This is a far cry from the text, and it has been expanded a bit. For example, the use and performance of multimedia also have a degree of problem. In reading teaching, reading is the main line, which should be based on reading, supplemented by performance and multimedia. Some teachers give lectures about who should be awarded mushrooms. Before students read the text, they start to play multimedia comic books that reflect stories, and then tell stories and ask questions. This is tantamount to depriving students of the opportunity to develop their reading ability. What is reading ability? Is the ability to "recover" text symbols. Although the student understands the story by watching multimedia, he "understands" the story by watching multimedia, not by reading the text. Personally, I think multimedia must be used carefully in Chinese class. We should use it as a useful tool instead of abusing it casually.
Reading is the main way for teachers to improve their teaching level and their own quality. In my ten years as a teacher, there are many books that are helpful to my education and teaching, and the Chinese teacher in primary school is one of them. "Chinese Teachers in Primary Schools" is simple in style and true in content. The articles in it are short, pithy and practical, which is very close to the forefront of education reform. It has brought a great shock to my mind: the original teaching work can be so colorful. Reading "Primary School Chinese Teacher" is like having a heart-to-heart communication with many experts and excellent peers. In the silent environment, my thoughts are colliding with them, my heart is communicating with them, my teaching level is improving in communication, and my work enthusiasm is rising in communication. No matter what grade I teach, the primary school Chinese teacher gives me advice. "Primary School Chinese Teacher" has made me a treasure, and I can't bear to let her go. I will savor it carefully, ponder it slowly, and have endless fun. She is a bright light in my teaching career. She always points out the maze to me when I am confused and confused, so that I can see through the clouds.
Now, many books have been added to my bookshelf, which, like golden keys, help me open the heavy door that blocks my progress. But I will never forget that "Primary School Chinese Teacher" made me feel the fun and benefits of reading professional books. I will never forget that she led me into another world of Chinese teaching. This book is really good for my career growth.
The book "Chinese Teachers in Primary Schools" has direct and practical help for teachers to improve their teaching level. It can be said that this magazine has become my soul mate and intimate friend, leading me to grow and develop constantly.
The book Chinese Teachers in Primary Schools is very distinctive. Pay special attention to the teaching of grassroots front-line teachers and present their practical wisdom. The advertisement in the publication says: Where there is a primary school Chinese teacher, there is a primary school Chinese teacher. "Primary School Chinese Teachers" publishes short and pithy articles, articles closest to the front line of curriculum reform and articles with high information content, so that teachers can get the most information in the shortest time after their busy work. I'm not advertising (laughs). In other words, the book "Chinese Teachers in Primary Schools" is characterized by its emphasis on practicality and operability. Such as classroom record, lesson learning, case reflection, textbook learning, teaching essays, gardener stories and so on. However, some publications may pay more attention to theoretical research, such as the courses, teaching materials and teaching methods of People's Education Society, and emphasize the cutting-edge theory of education. Teachers should understand the characteristics of publications before they can be targeted.
Although my job changed a few years ago, and the nature of my job has changed from a teacher and a teaching management cadre to a full-time scientific researcher now, I still insist on reading Chinese Teacher for Primary Schools. In the process of research, I feel that he is still giving me endless help.