First, the relationship between Chinese activity curriculum and Chinese subject curriculum
Activity curriculum is an important part of curriculum, which complements each other in the implementation of quality education. Although the two courses are different in time and weight, they are indispensable in function. We can understand their functions and relationships from the following aspects:
First, activity class is a practical activity for students to learn and use knowledge independently, and what they get is direct experience. Students use knowledge, which can be learned in subject courses or activities. The more obvious difference between them is that students get indirect experience from subject courses, while most students get direct experience from activity courses.
Second, the activity curriculum is mainly students' independent activities, with personalized characteristics. The organizational form of subject courses is class teaching system, which is mainly reflected in the identity of teaching content and the consistency of teaching activities. In the activity course, the teacher's role is instructive and service-oriented, and there are great differences in learning content and learning methods. The learning process is characterized by students' autonomy.
Third, subject courses and activity courses complement each other. Learning subject courses well lays a knowledge foundation for activities, provides cognitive ability preparation, and contributes to the development and deepening of activities; The direct experience (and indirect experience) gained in the activity enriches the perceptual knowledge, improves the cognitive ability and practical operation ability, and develops the personality specialty, which plays an important role in promoting the study of subject courses.
Second, the design ideas of Chinese activity curriculum
1, student status: from passive to active
Subjectivity and initiative are the core of Chinese class. In the Chinese activity class, students are always the active acquirers of knowledge, skills, abilities and morals. Whether students actively participate in activities is an important criterion to measure the effect of Chinese activity class. Students' participation should be emphasized in designing Chinese activity classes.
(1) Starting with language problems, stimulate students' initiative in learning. Chinese activity class begins with the expression of basic concepts or principles in Chinese knowledge in life, which can not only make students have a strong interest in inquiry, but also make learning motivation change from interest to stable and lasting inquiry motivation.
(2) Strengthen self-awareness and correct the attitude of active learning. Chinese activity class is based on students' self-awareness and active exploration, and the intensity and intensity of students' cognitive activities are far greater than simply accepting knowledge. In such activities, students gradually form a psychological tendency of active learning. Specific requirements:
(1) ask for information before the activity and get ready; ② Self-expression and self-exertion in activities;
③ Self-summary and self-evaluation after the activity.
(3) adopt communication methods to stimulate the spirit of positive development. Activity teaching emphasizes the exchange of experience and mutual inspiration among groups, thus generating more desire for exploration and forming the spirit of self-confidence and self-improvement. At the same time, the communication between peers can also make students gradually change their self-centered attitude and form the habit of accepting different opinions, thus organically combining modesty and self-confidence.
First, give a good reading instruction class.
The revised "Outline" clearly points out: "Reading teaching in all grades of primary schools should attach importance to reading aloud. Pay attention to silent reading in middle and senior grades. Let students fully read, feel the whole in reading, feel things in reading, cultivate a sense of language in reading, and be infected by emotions in reading. "
The practice of minority language reading should not only enable students to master language skills, but also cultivate students' sense of language and improve their Chinese literacy. Reading is the main means to cultivate language sense, and it is also an important practical activity of language sense. Minority language reading practice is to guide students to read purposefully and develop good reading habits. Take reading as the axis, create opportunities and situations, and let students read more, fully and thoroughly through various means, so as to appreciate the essence of the article and the author's wonderful pen in reading, and reach the realm of what the ancients said: "If the article is well read, it will be transformed with me, but I don't know whether it is a human article or my article."
In reading activities, students' reading ability, comprehension ability, absorption ability and appreciation ability constitute important factors of reading ability. Reading ability refers to the ability of students to quickly identify words and basically understand their superficial meanings, which is the lowest factor in the structure of reading ability. Comprehension refers to the ability of students to understand the meaning of words and phrases and grasp the content of articles and their thoughts and feelings through comparison, association, analysis, generalization, judgment and reasoning on the basis of original knowledge and experience. Understanding is the core of reading, and comprehension ability is the most basic standard to measure students' reading ability. Absorbing ability means that students store useful information in reading materials, such as good words, novel ideas and artistic expressions, in their brains during reading. Appreciation ability refers to students' rational evaluation of the ideological content, expression form and style characteristics of reading materials.
Reading guidance course starts with strengthening students' reading ability, and its main purpose is to accumulate language. Without a thorough understanding of the reading materials and attaching importance to the accumulation and absorption of good words and sentences, you can simply talk about your feelings and pay attention to the emotional experience after reading. Therefore, according to students' intelligence level and age characteristics, the focus of reading guidance course is to cultivate students' ability to feel, understand, appreciate and evaluate. Different years have different requirements and emphases, but they should not be separated mechanically. In the lower stage, students should be able to read and cultivate their interest in reading, while in the intermediate stage, students should be taught some basic reading methods (such as silent reading and skimming), ask questions about what they don't understand in the text, initially grasp the main content of the article, initially feel the vivid image and beautiful language in the work, and communicate their reading feelings with others. The high paragraph requires reading at a certain speed, understanding the meaning and connotation of words in the language environment, trying to figure out the expression order of articles, understanding the author's thoughts and feelings, and initially understanding the basic expression methods of articles. Influenced and inspired by excellent works, I yearn for and pursue a better understanding.
Reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice in reading guidance. Students should actively participate in reading practice activities, deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in vivid and positive thinking and emotional activities. We should cherish students' unique feelings, experiences and understanding.
Reading teaching courses should attach importance to teaching students reading methods, gradually cultivate students' ability of inquiry reading and creative reading, advocate multi-angle and creative reading, and use reading expectation, reading reflection and reading criticism to expand thinking space and improve reading quality.
The basic link of reading guidance course is: reading method guidance-reading attempt-exchange experience. Please note the following points:
1. Cultivate students' habit of "speaking like a book" and improve their ability to choose words and make sentences. Language is a bridge between the author and the reader. In order to communicate with readers, the author must express his thoughts and feelings in words; Readers must have a deep understanding of language if they want to communicate with the author. Therefore, we should not only focus on cultivating students' grasp of key words, but also cultivate students' quick and accurate grasp and correct and profound evaluation.
2. Cultivate students' reading habits in context and improve their overall ability to grasp articles. Context is an important way to read articles. Contextual reading is to always pay attention to the thinking of the article, grasp the ideological content of the article as a whole, and grasp the micro and macro. Cultivating the habit of reading in context is not only a question of reading methods, but also a question of improving reading comprehension.
3. Cultivate students' habit of handwritten reading and improve the timeliness and inquiry of students' reading. The ancients emphasized that "there are three ways to read, namely, heart, eyes and mouth". In addition, we should strive to cultivate students' habit of "reaching out", and in the process of reading, we should circle, point, draw and remember articles while reading; Write reading notes to accumulate vocabulary and knowledge, sum up reading experience and evaluate reading materials. In short, form a good habit of not writing or reading.
4. Cultivate students' comparative habits in reading and improve their comparative reading ability. It can only be identified by comparison. Cultivating students' comparative habits in reading can not only help students understand the text deeply (such as material selection, conception, image description, expression, language use, theme and so on). ), it can also help students form systematic knowledge, establish their own cognitive structure, and more importantly, help students establish scientific thinking methods and improve their reading analysis ability.
Second, a good reading recommendation class
Basic links: introducing reading materials-stimulating interest-extracurricular reading
1, introducing books
(1) extracurricular reading materials related to the text; (2) Children's books you like; (3) Classics in ancient and modern times, at home and abroad.
2. Arouse interest in ...
Take the road you are good at and strongly recommend a book you like, so as to attract other students and form a scene of competing to read. The forms are: storytelling, storytelling, textbook drama and new book poster. ...
Third, do a good job in reading accumulation class.
Starting with knowledge accumulation and thinking methods.
Learn scientific thinking methods in reading and accumulate the "sword" of master's flashing thinking. Such as Ximen Bao's "Deal with a man as he deals with you", Sun Bin's "overall planning" method to arrange the competition order, Sima Guang's reverse thinking that the water in the tank is finished, and the child will be saved, and so on. Guide students to evaluate different thinking methods in reading, and know that the application of thinking methods should be aimed at different situations and conform to objective facts and laws. So as to stimulate students' innovative consciousness and experience the infinite charm of innovation.
Basic links: free reading-accumulated practice-feedback reading effect.
Accumulate exercises: extract words and phrases, write post-reading, imitate fragments, etc. And set up reading cards (good word card, good sentence card, imitation card, expansion card, experience card).
Fourth, give a good reading imagination class.
The basic links of reading imagination class are: appreciation of excellent works-expanding imagination-independent attempt-appreciation of comments. In the process of independent experiment, students can continue to write stories, adapt cartoons, create scripts, create artistic conception paintings, create calligraphy, try music, create dances and so on. This is another important combination of reading and writing. Students can freely combine and cooperate with each other. Children with outstanding spatial intelligence draw pictures, while children with outstanding linguistic intelligence match words, which complement each other and have their own place.
Fifth, give a good reading appreciation class.
Basic Links: Appreciation of Excellent Works-Personal Comments-Class Communication
Experience the moderate sense of limit, image, taste and fluency of language and cultivate students' sense of language.
You can recite with music, sing with music, recite and so on.
Sixth, do a good job in reading comprehension, reading imagination and class registration.
Basic links: group communication-class communication-summary comments
The forms are: reading handwritten newspapers, bookmarking famous sayings and aphorisms, performing teaching materials, stories, etc. Students choose their favorite way of reporting, "musical genius" chooses to draw cartoons, and "performance genius" chooses to perform textbook dramas. In the process of independent participation, students can give full play to their personality.
Reading report class can design some comprehensive activities such as being a salesman, a tour guide and an advertising designer according to the characteristics of reading materials, so that students can naturally develop multiple intelligences in their daily reading practice.
Obviously, for students, the problem or task must be new, otherwise the result may be a comprehensive result remembered, not a new result created by students. If students want to give their own thoughts, feelings and experiences when they are exposed to problems and tasks, it seems that they must have more freedom. Although the same tasks and questions can be given to a group, the redefinition of the questions and the methods used by each student can be completely unique. Students can also ask their own comprehensive tasks or questions.
The questions raised need not be new and original within the scope involved, as long as they are new to students. A comprehensive solution is not necessarily a new development, creation or discovery within this scope, as long as it is a unique progress for students.
Comprehensive practical activities have the following characteristics:
Return to the life world. The return of school curriculum construction to children's life world and the transformation of curriculum design to real life situation are a major trend of curriculum reform in the world today. As a new non-academic and non-disciplinary course, comprehensive practical activities must and most likely make the course content return to children's life world to the maximum extent.
Based on practice. It is no longer limited to the teaching of book knowledge. It is the most fundamental feature of comprehensive practice to let students participate in and actively practice, comprehensively apply what they have learned to solve various practical problems in practice and improve their ability to solve practical problems. It should be pointed out that the content of practice is rich and the ways of practice are diverse. Practice does not only mean that students can conduct social surveys, visits and interviews, but more importantly, it is necessary to create practical situations for students, so that students can find, ask and solve problems by guiding themselves. In particular, students can face all kinds of real problems in the life world, comprehensively apply what they have learned, actively explore, discover, experience, repeat and communicate, gain their own real experience in solving real problems, and cultivate their practical ability.
Focus on innovation. Paying attention to the cultivation of students' innovative consciousness, spirit and ability is the most essential embodiment of the value and goal of the comprehensive practical activity course. Compared with subject courses, comprehensive practical activities provide a more relaxed and free space for the formation of students' innovative quality. Not limited by the subject knowledge system and logical structure. In the process of activities, students are always in the main position, finding problems, designing schemes, collecting data and solving problems by themselves. In this process, students' imagination and creativity can be brought into full play. The fundamental purpose of paying attention to innovation is to cultivate today's students to adapt to tomorrow's social life, create conditions as much as possible, and enable students to discover, think and innovate constantly in the process of active exploration and practice, with initial skepticism and critical spirit, independent thinking ability and problem-solving ability, so as to lay the foundation for becoming innovative talents in the future.
Learning methods of inquiry learning. From the perspective of content composition, inquiry learning is an integral part of comprehensive practical activities, but from the perspective of its essence and practical function, it is more important that its implementation process depends on a basic learning method, which should run through all the contents and processes of comprehensive practical activities. The so-called research-based learning mainly refers to a learning method in which students actively acquire knowledge and comprehensively use knowledge to solve problems in a way similar to scientific research under the guidance of teachers. There are some similarities between inquiry learning and general scientific research. For example, in the research process, both of them should follow a basic research procedure, such as asking questions, collecting data, forming explanations and summarizing results. However, as a basic way to implement comprehensive practical activities in primary and secondary schools and as a research experience experienced by primary and secondary school students in the learning process, research-based learning is very different from adult scientific research in research objectives, research priorities and achievement requirements. In practice, inquiry learning has the following basic requirements:
(1) The starting point is to change the way students learn. Inquiry learning is a reform of traditional receptive learning. The fundamental purpose and value of implementing research-based learning is not to enable students to obtain profound research results, but to enable them to gain positive learning experience in the research process and be influenced by new methods, so as to change the habit of learning methods that have long emphasized knowledge acceptance and realize effective transformation of learning methods.
(2) Emphasize the connection and comprehensive application of knowledge. Because most of the learning contents involved in inquiry learning come from the real life around students, many problems are very comprehensive. The solution of these problems naturally requires students to mobilize all kinds of knowledge and comprehensively use these knowledge in the process of solving problems.
(3) Pay attention to the process. Desalination of knowledge objectives and emphasis on participation, understanding and experience in the process are a major feature of research-based learning. From the implementation and evaluation of the course, it should be a basic principle to pay attention to learners' participation and performance in the process. In this sense, it can even be said that for inquiry learning, students' extensive participation is the purpose, and success is to gain positive experience in the process.
(4) Emphasize openness. From the perspective of curriculum construction, comprehensive practical activities, as a formal course, must have their own specific objectives, contents, implementation norms and relatively stable learning materials. However, the course nature of comprehensive practical activity itself essentially determines that it has a basic feature different from other types of courses: openness. Therefore, the goal, process and evaluation of comprehensive practical activities and research-based learning are very open, leaving the necessary space for teachers and students to choose activities independently and creatively design, organize, implement and evaluate activities.
(5) Pay attention to the interaction between teachers and students. Because of the openness of inquiry learning, the interaction between teachers and students in the implementation process has become a very important issue. Research-based learning needs a new relationship between teachers and students: teachers no longer teach students predetermined knowledge as the authority of knowledge, and students no longer accept teachers' instructions as passive recipients. In an open situation, they regard * * * as the developer, creator and implementer of the course, and rely on their own wisdom and creativity to construct the course content, design the implementation plan and complete the course evaluation in the interactive process.
Content of comprehensive practical activities
The specific content of comprehensive practical activities varies from place to place, from school to school and from learner's personality. For example, in the new historical period, the following contents deserve attention:
1. Inquiry learning activities. Inquiry learning is a process in which learners choose meaningful topics from nature, society, culture and learners' own lives according to their own interests and under the guidance of teachers, and conduct interdisciplinary inquiry. Through research-based learning activities, students form an active, vivid and independent cooperative inquiry learning mode. Various themes with a sense of the times (such as environmental education, international understanding education, values education, etc.). ) can penetrate into research-based learning activities. Through research-based learning activities, we can not only cultivate the desire to explore and the spirit of innovation, but also deeply understand the internal relationship between nature, society, self and culture.
2. Community service and social practice. Community service and social practice is a process in which students participate, serve and know the society through various social experiential learning and problem-solving learning activities that students are interested in under the guidance of teachers. This is not only the process of cultivating students' sense of social belonging and responsibility, but also the process of improving students' spiritual realm, moral consciousness and ability, and the process of perfecting students' personality. The selection and organization of community service and social practice content should respect the needs of learners, proceed from the characteristics of different regions and schools, avoid formalism and strengthen the effectiveness of activities.
3. Labor and technical education. Under the guidance of teachers, labor technology education is a process in which students gain positive labor experience and form good technical literacy through hands-on operation and independent inquiry and comprehensive application of existing knowledge and experience. This is an open learning field, which emphasizes students' experiential learning, operational learning and research learning through the interaction between people and things, and emphasizes the combination of hands-on and brain.
The above contents of the comprehensive practical activity course are not parallel in logic. As a learning method, "inquiry learning" permeates all the contents of the comprehensive practical activity course. The above content is not the whole content of the comprehensive practical activity course, but some factors and parts of it.