Based on the overall goal of the course and fully considering the needs and actual level of students, the high school Chinese elective courses have designed five series, namely poetry and prose, novels and drama, news and biography, Language application and cultural treatise study. The "General High School Chinese Curriculum Standards (Experimental)" also points out: "Schools and teachers should give full play to their enthusiasm and creativity, strive to create conditions, and build elective courses that meet the needs of social development and students' aspirations." This requirement makes room for the implementation of the new curriculum. It has created huge room for development and also posed great teaching challenges to high school Chinese teachers.
The design of elective courses is one of the highlights of this new curriculum reform. Its purpose is to better allow students to learn selectively and lay the foundation for students' individual development. High school Chinese should, on the basis of implementing the teaching objectives of the compulsory courses, give full play to the basic, selective and diverse characteristics of the compulsory courses, and develop courses that can not only meet students' interests and language characteristics, but also meet the needs of social development. Elective courses. So, how can you do this? The author believes that ideas for setting up elective courses can be better found from the following six aspects.
(1) Ideas based on literary genres
Genre, in short, is the form of expression of literary works. It is commonly used in Chinese textbooks to compile and select articles according to the division of literary genres. Writing method, this method, from the perspective of literary works, can well realize the orderliness and complementarity of the Chinese learning "text". Inspired by it, high school Chinese elective courses can also be offered in different elective courses according to genres such as poetry, prose, novels, dramas, etc., such as:
Poetry: "Selected Readings of Classical Poems" ", "Selected Readings of Foreign Poems", "Appreciation of Chinese and Foreign Philosophical Poems", etc.
Prose: "Selected Readings of Classical Chinese Prose", "An Overview of Contemporary Chinese Prose", "Selected Readings of Famous Essays", etc.
Novel: "Appreciation of Hong Kong and Taiwan Novels", "Intensive Reading of Modern Chinese Classic Novels", "Selected Novels of Lu Xun", etc.
Drama: "Intensive Reading of "No One Less" Movie Script", "Selected Readings of Chinese and Foreign Dramas", etc.
It should be noted that Chinese language learning is a broad world. The idea of ??offering elective courses based on literary genres highlights the classification of works, but often ignores issues such as learners and learning methods. Therefore, It is difficult to realize the diversified characteristics of elective courses by offering elective courses solely from this perspective.
(2) Ideas based on basic abilities
Listening, speaking, reading and writing are the basic abilities that Chinese learners must develop. The compulsory Chinese course in high school is "Reading and Appreciation" and "Expression and Communication" cover the requirements in these aspects. As elective courses, elective courses can be opened from this perspective and expanded and improved on the basis of the compulsory courses to form a useful supplementary series. For example, such elective courses can be offered:
Listen to: "Recitation and Appreciation of Famous Modern Prose Works", "Selected Broadcasts of Storytelling", "Recitation and Appreciation of Classical Poetry", etc.
Say: "Speech and Eloquence", "Basic Knowledge of Reciting", "Basic Skills of Speaking", etc.
Reading: "Summary of Chinese and Foreign Classics", "Selected Readings of Shakespeare's Dramas", "Selected Readings of Science Fiction Novels", etc.
Write: "Classical Poetry Creation", "Innovative Thinking in Writing", "How to Write News", etc.
The idea of ??setting up elective courses based on basic abilities, focusing on listening, speaking, reading and writing, focuses on cultivating students' Chinese abilities purposefully and consciously, and improves students' Chinese quality as a whole, but it cannot be more comprehensive. To improve students' Chinese literacy at a high level, it must be supplemented by other ideas.
(3) Ideas based on cognitive process
As a learner, there is a cognitive process accompanied by learning rules. The process of Chinese learning is a process based on the individual and gradually radiating to the outside world. This understanding process, simply put, can be divided into several parts: "individual - nature - society - life". The ideas for offering elective courses can form a series, and can fully reflect the "people (learners)-oriented" course concept, such as:
Individual: "Knowing Yourself", "Autobiography of Congwen" 〉Intensive Reading", "Long Talk about Han Han", etc.
Nature: "Intensive Reading of Landscape and Pastoral Poems", "Appreciation of Couplets of Famous Scenic Spots", "Famous Essays on Famous Mountains and Famous People", etc.
Society: "Advertising Slogan Design", "Selected Readings of Economic Essays", "XX (Community) Culture", "Contemporary Popular Lyrics", etc.
Life: "Intensive Reading of "Robinson Crusoe"", "Selected Characters of "The Romance of the Three Kingdoms"", "Female Images in Modern Novels", etc.
The idea of ??offering elective courses based on the cognitive process covers a wide range of fields, which is conducive to stimulating students’ interest in Chinese and opening up their learning horizons, so that Chinese language and students’ lives can form a close connection. However, due to the living world The courses are complex and diverse. Therefore, we must pay attention to the scope of Chinese courses when setting them up. We cannot open them arbitrarily as we wish, causing the courses to stray outside the scope of Chinese learning. Otherwise, the basic characteristics of Chinese courses will be lost.
(4) Ideas based on Chinese knowledge
Chinese knowledge is an important foundation for the formation of Chinese ability and the improvement of Chinese literacy. The scope of Chinese knowledge is very broad and involves a wide range of areas. In order to facilitate classification, it can be generally summarized into three aspects: language knowledge, literary knowledge and cultural knowledge. Based on these three basic points, different types of Chinese elective courses can be opened. For example:
Language: "Examples of Common Rhetoric", "Appreciation of Famous Sentences", "Examples of Language Style", "Examples of Literary Grammar", "Appreciation of Idiom Classification", "Mandarin and Cantonese", etc.
Literature: "Basics of Article Studies", "Writing Knowledge", "Aesthetics of Literature", "Development of Internet Literature", etc.
Culture: "Couplets and Calligraphy", "Common Knowledge of Ancient Chinese Culture", "The Structure and Evolution of Chinese Characters", "Folk Festival Poetry", etc.
The idea of ??offering elective courses based on Chinese knowledge is to lay a foundation for students’ Chinese language from a knowledge level. This type of elective courses is mainly taught by teachers. What needs to be emphasized is that Chinese teaching should not pursue breakthroughs in reading and writing teaching one-sidedly, while neglecting the accumulation of Chinese knowledge. It should make good use of the establishment of elective courses to further consolidate students' Chinese knowledge base.
(5) Ideas based on learning topics
Learning topics is a hot topic in current teaching. In the process of Chinese learning, accepting, discussing and exploring through special topics is a common learning method and an internal reflection of the richness of Chinese content. The promotion of research-based learning has made many useful explorations in this aspect. Taking this as a reference, when teachers offer such elective courses, they should focus on the needs of Chinese learning and select meaningful and valuable topics to make Chinese learning more targeted and interesting, such as topics like this: < /p>
"Poems about the Moon in Ancient Poetry", "Talk about Characters in Jin Yong's Works", "Ancient Chinese Fables", "The Use of Commonly Used Chinese Reference Books", "Guangzhou's Food Culture", etc.
The establishment of special topic elective courses fully reflects the expansion and flexibility characteristics of elective courses. When offering them, emphasis should be placed on the integrity and specificity of the topic itself, and it is not necessarily necessary to pursue the integration between topics. Systematic, this can break many frames and make the learning topic come alive.
(6) Ideas based on teaching types
There are many types of Chinese teaching, such as lecture classes, activity classes, communication classes, viewing classes, etc. Different teaching types, There are different teaching methods and characteristics. Based on these methods and characteristics, we can offer elective courses that meet the corresponding types, so as to encourage students to experience the Chinese language in many aspects and learn to use different Chinese learning methods, such as:
Teaching courses: "Basic Knowledge of Logic", "Confucianism, Buddhism, Taoism and Chinese Literati", "Introduction to Aesthetic Knowledge", etc.
Activity classes: "Interviewing and Editing", "Performance of Famous Drama Excerpts", etc.
Communication classes: "I Watch Social Hot Topics", "Reflections on Watching the XX Program", "My Favorite Book", "Diary Writing and Communication", etc.
Appreciation classes: "Film and TV Appreciation", "Life and Observation", etc.
This is the first time that elective courses have been offered in a real sense.
Teachers under the new curriculum are an important force in curriculum development. They are not only the organizers and implementers of the curriculum, but also the accumulators, builders and developers of the curriculum. Setting up good elective courses is one of the important tasks of high school teachers. High school Chinese elective courses are an expansion and improvement on the basis of compulsory courses. They should reflect the characteristics of the times, basicity and selectivity. They should proceed from the reality of students and teachers to truly achieve better results in allowing students to learn selectively and provide students with The purpose of laying the foundation for personal development. The above article summarizes the ideas for setting up high school Chinese elective courses from six aspects: literary genre, basic ability, cognitive process, Chinese knowledge, learning topics, and teaching types. It should be said that these six ideas sometimes include each other, but more importantly often complement each other. Through these six ideas, we can better enrich and expand the five series in the new high school Chinese curriculum, provide the most adequate conditions for the enrichment and prosperity of elective courses, and prepare students for diversified choices and personalized development.
Of course, in addition to setting up good elective courses, the actual implementation of high school Chinese elective courses also needs to deal with many related links, such as the preparation of elective course textbooks, system construction, teaching evaluation, etc. Only elective courses that are completely unified in these aspects can better promote the development of students' strengths and personalities to adapt to and meet their interests and potential, as well as their future learning and employment needs.
References:
① Formulated by the Ministry of Education of the People's Republic of China and the People's Republic of China: "General High School Chinese Curriculum Standards (Experimental)", People's Education Press, April 2003 edition .
② Editor-in-chief Chao Zongqi, Lei Shi, and Lu Zhiping, compiled by the Chinese Curriculum Standards Development Team: "Interpretation of Ordinary High School Chinese Curriculum Standards (Experimental)", Hubei Education Press, April 2004 edition.
③ Qin Xungang and Jiang Hongsen, editors-in-chief: "High School Chinese Curriculum Standard Teacher's Reader", Central China Normal University Press, 2003, 10th edition.
④Wang Xiaohui, Zhou Na, Yan Hongyan, He Ping, Yan Xianyuan, editors: New Curriculum: How to Reform Chinese Education, Sichuan University Press, October 2003 edition.
⑤ Reviewed by Zhu Muju, edited by Zhong Qiquan, Cui Yunmiao, and Wu Gangping: "Introduction to the New Curriculum Plan for Ordinary High Schools", East China Normal University Press, 2003, 10th edition.