First, the research outline is the guarantee to do a good job of convergence.
Chinese is not as clear as mathematics and physics, so Chinese teaching often falls into the state of agnosticism, and some even say it beautifully: it can only be understood but not expressed. Actually, this is not allowed. As a front-line teacher, we must do the following three things now: 1, and study the similarities and differences between the 1992 syllabus and the 2000 syllabus. 2. Study the similarities and differences of Chinese teaching syllabus in primary and secondary schools in 2000. 3. Study the similarities and differences between junior high school and senior high school Chinese syllabus. The study of these three aspects has laws to follow and gives teachers a criterion and basis. For example, the similarities and differences between the 1992 syllabus and the 2000 syllabus also show that they are related: the 1992 syllabus does not mention the humanity of the language very clearly, but focuses on the instrumentality. However, the 2000 syllabus equates human nature with instrumentality. So how to identify and change this concept is particularly important. In fact, Chinese is a special tool, a tool for thinking and communication, and a tool for loading and transmitting information. The use of Chinese is inseparable from the participation of people's thoughts, feelings, experience and literacy. So in real life, I think it is not too late for junior students to pay attention to instrumentality, and it is not too late for senior students to pay attention to humanity. That's how to make a good connection at this stage. For example, in the first year, on the basis of primary school literacy, further literacy, more skilled use of dictionaries; Pay more attention to writing on the basis of primary school, and guide students to understand the process of calligrapher's calligraphy practice; Memory and dictation, etc. You can't loosen it at once. Just as Mr. Wei Shusheng, a famous educational reformer, boldly and unexpectedly affirmed a certain aspect in order to improve students' interest in learning Chinese at the early stage, which made students have great interest in Chinese. This is a typical "connection" from primary school to middle school, and it is also a good one in Chinese teaching.
Words. By finding the similarities and differences between the two outlines, we can understand the intention of the new outline. In fact, this is the convergence of the old and new outlines. Only by truly understanding the similarities and differences of the syllabus will it be very enlightening in the actual teaching process. Only in this way can we find a teaching method that conforms to the teaching law and follow the teaching principle of step by step. For another example, the new outline is the first time since the founding of the People's Republic of China to clarify the overall design, consider the whole and connect with each other. It can be seen that the convergence of all aspects has been put on the agenda, and people pay more and more attention to it. As far as reciting items are concerned, the syllabus stipulates that primary schools should have no less than 150 articles, mainly quatrains; Recite no less than 80 articles in junior high school; Senior three recited 20 ancient poems and 50 songs. All these show that the consistency and hierarchy from primary school to junior high school and even high school have become particularly prominent. As a teacher, it is necessary to know this. In this regard, I use a poem every day, first recite, then recite, to understand. As for whether some poems are understandable, I think they will be understood when the children grow up or get older. Or don't mention it in the first year, and it's not too late to continue training in the second or third day of junior high school. This can not only reflect the training
The hierarchy and sequence of practice also conform to the law of human understanding and development.
Second, it is very important to study the cohesion between teaching materials.
(a), familiar with primary and secondary school textbooks, handle the convergence, clear teaching methods.
Now it belongs to the nine-year compulsory education stage. There are indications that after entering junior high school, primary school students often feel that they have already studied in primary school and are still studying in junior high school or even senior high school. The content of textbooks is repetitive, which makes students feel tired of learning and afraid. All these show that there is an undue "soft" problem in the connection between primary school, junior high school and senior high school. This has seriously affected the improvement of Chinese teaching quality and efficiency. This often leads to a strange phenomenon: universities are tired of high school, high school is tired of junior high school, and junior high school is tired of primary school; Primary schools are tired of junior high schools, junior high schools are tired of senior high schools, and senior high schools are tired of universities. In fact, the problem lies in "convergence". A person's language literacy is like a speeding train, primary school, middle school, high school, university and so on. How to make it run forward with the locomotive is particularly important. Otherwise, the consequences are unimaginable. This new syllabus is obviously considered: the texts in the lower grades of primary schools are attached to children's lives, and the relationship with children's experience and imagination is fully considered. The text types are mainly fairy tales, fables, poems and stories; The subjects, genres and styles of middle-grade texts are diverse, and there are a certain number of popular science works; Ancient poetry and classical Chinese account for about 30% of junior high school texts, and intensive reading and skimming each account for 50%; High school has strengthened the weight of literature education. In the selection of the whole set of teaching materials, literary works at all times and all over the world account for about 60% of the total number of articles, so that students can cultivate healthy aesthetic interest, improve their aesthetic ability and enrich their spiritual world in reading, appreciating and studying literary works. This makes the three levels of teaching focus different, and there will be no abnormal phenomenon that high school students may study in junior high school, junior high school students may study in primary school, primary school students may study in junior high school, and junior high school students may study in senior high school. In short, Wei Shusheng, a famous educational reformer, is teaching students to draw a knowledge tree. Isn't that the idea? While drawing the knowledge tree, the relationship between knowledge is actually clarified. Just as the new syllabus says, "Chinese teaching should strengthen integration, simplify the complex, highlight the key points, and pay attention to the relationship between knowledge, ability and knowledge, ability and situation." It should be said that at this point, the new syllabus has injected new vitality into Chinese teaching. In this case, as Chinese teachers, we should deeply understand and study the teaching materials, fully grasp the intention and bring Chinese teaching into a new world.
(2) Re-understanding of the relationship between junior high school textbooks.
1992 syllabus has injected vitality into boring Chinese teaching, and teachers from all walks of life all over the country are happy to have nothing to say. In terms of paying attention to the main role, this set of teaching materials has given great expression. The trial revised textbook has been further copied, but more importantly, the understanding of the three stages has changed in this revision. The three stages reflect the interrelated and gradual learning process. The first stage guides students to learn and master the ability to use Chinese as a whole; The second stage is further divided into three expressions, which improves and deepens the study of practical style; The third stage, from article learning to appreciation of literary works. In this way, from simple to complex, from shallow to deep, it conforms to the law of Chinese learning. In this way, the transition of the three stages is obviously prominent. This may be related to the progressive and deepening of students' learning. Therefore, teachers should start from a macro perspective, think about the key points of each stage in time, and apply them to teaching preparation, giving full consideration to the links in the classroom. As the saying goes, only by focusing can we gain something.
(3) the relationship between the cultivation of listening, speaking, reading and writing ability and life.
As early as in the experiment of Chinese teaching reform in Yichang City, Hubei Province, Mr. Liu summarized this as "introduction, extension and comparison", fully affirmed the benefits and functions of cohesion in and out of class, and called it "double hope" in Chinese reading teaching. In essence, the cultivation of Chinese four abilities is related to life. The new syllabus pays special attention to this point: "pay attention to creating an environment for Chinese learning, communicate the links inside and outside the textbook, inside and outside the classroom, inside and outside the school, broaden the channels for learning the classroom and enhance the opportunities for learning Chinese practice." Mr. Liu also said that "the walls of the classroom should not be separated cement, but porous sponge, which closely connects teaching with students' lives through various pores." At the same time, the outline also puts forward that "primary schools encourage students to read freely, ask questions and discuss with others;" "Junior high school students are required to have their own experience after reading, and they can put forward opinions or questions; High school requires students to explain, evaluate and question the text. " This needs to be based on direct and indirect feelings about life. To this end, I boldly carried out a series of extracurricular activities:
1, according to the requirement of speed reading, that is, about 500 words a minute, I chose the extracurricular materials as the content appropriately and conducted listening training. From slow to urgent, from simple to complex, students gradually realize that listening training is not enough only by textbook materials. Now, after a period of training, some students' listening ability has been improved obviously.
2. According to the activity materials arranged in the textbook, I have carried out many Chinese practice activities. For example, my hometown Chongwu is a new tourist unit. For this reason, I asked students to do a survey in the tourist area and wrote articles entitled "I love my beautiful hometown-Chongwu" and "Welcome to Chongwu as a guest". In order to let students know more about the past, I asked students to investigate the origin of surnames and write an article entitled "Where am I from?" -"Searching for the Origin of Surnames"; In the case of serious typos among primary and secondary school students, I launched the activity of "please remember your language with standardized words"; Regarding the serious problem of primary and secondary school students watching TV, I have a written debate on the advantages and disadvantages of primary and secondary school students watching TV, and so on. All this is to promote students' re-understanding of life, reflect the role of life masters, and make what they have learned not dead knowledge.
3. As far as the class is concerned, I mainly focus on the relevant cohesion work of the text. For example, after learning the miscellaneous notes of numbers, I will let students write the fun of numbers (you can fill in couplets, riddles, poems, etc. ); After learning "The Emperor's New Clothes", let the students make up a play (which was staged at the May 4th party in the school and had a good effect). After learning the Language of Nature, I asked my students to write "Talking about Southern Fujian Agricultural Proverbs" and so on. It should be said that this kind of "reading" is to let students devote themselves to the direct feelings of others. For students, this is actually an indirect feeling, so we must consider the reality of students, otherwise we can only return to that kind of boring study. And "writing" is a confession of direct feelings, which needs students to truly reproduce. How to connect is actually inseparable from life. As Mr. Liu said, "... without life, writing will become passive water, and skills will become a word game without any charm." And combined with life, you can read and chew, write the source, the whole situation is alive ... ". It can be seen that the cultivation of listening, speaking, reading and writing ability is essential to contact with life.
Third, students' learning is an important factor to improve the cohesion and quality.
1, psychology tells us; Study the characteristics of students at all stages, students of all ages and all kinds of students, including the constraints of students in school, society, family and age. Now it is compulsory education, and the quality of students is uneven, which brings great inconvenience to how to make a good connection. Only by facing up to this point can we do well every link in the teaching process. So teachers should consider the connection of these links. Education is no small matter, because anything may have a good or bad influence on students' future.
2. As a Chinese teacher, we should know the students' learning level at different stages and help them connect their thoughts, emotions and knowledge. Especially for students in middle and lower grades, we should pay attention to the replication and repetition of the foundation, and the gifted students can pay attention to the expansion and deepening.
3. At any stage, teachers should plan, summarize and give feedback in time, discuss with students more, find out the connecting problems and solve them.
To sum up, in the process of learning, teachers should consider hierarchy and coherence when cultivating students, and promote the connection of all links, which is the key to the overall optimization of students and the improvement of Chinese literacy. It is also a good teaching method to consider "using good examples, living examples and full examples" so that students can really find the relationship from the examples they rely on, so as to find the reading method of living Chinese! In short, no matter what kind of teaching method, we should "let students enter the Chinese classroom with the experience of social life" and "let students enter the social life with the gains of the Chinese classroom". After accumulation, perception and edification, and paying attention to the connection and gradual improvement of all links, Chinese literacy will be improved and the quality of Chinese teaching will spiral up.