There are two ways to deal with traditional teaching materials: one is to learn lesson by lesson according to the outline and complete the teaching task; Or boldly carry out unit learning and seek common ground while reserving differences: but in the end, it is necessary to reflect the intention of the scholar. I don't know that the students who like reading have already gone to the front, and studying again is like chewing wax. Consciously avoiding this phenomenon in teaching and creatively conforming to the author's intention will receive unexpected results. For example, when teaching the unit "Adventure", students may have read the text of the unit several times. When you talk about "exploration" as a teacher, students may not be moved by the spirit of those "explorers", but they will relish the excitement of adventure (such as rock climbing and surfing in parks and canals). ), so you can follow the trend and give them some time to discuss this problem and design a series of questions. What about Robinson? What about Kuafu and Confucius? Prompt the students to write what you think a real hero should look like. Then I can take the opportunity to design a comprehensive learning unit: telling heroic stories in my heart (in my works), commenting on heroic figures in my heart, and writing heroic deeds around me ... Although this has changed the author's intention, I can also finish this unit creatively.
(B) make full use of online media resources to broaden students' learning.
Today's society is colorful and changing rapidly. Although the direct life experienced by students is the deepest and most convenient, television, movies, internet, books and other media have also had an unprecedented impact on students' lives, providing them with timely and extensive indirect life experiences. In particular, the gradual popularization of the Internet has provided students with a broad learning space. The rich and varied knowledge resources on the Internet are inexhaustible resources for students. Therefore, if we can use these resources reasonably and appropriately, we can broaden students' lives and accumulate more materials for Chinese learning.
In the article Footprints on the Moon, it is mentioned that it is obviously not comprehensive enough to ask students to carry out comprehensive study of "exploring the mysteries of the moon" if only textbooks are used as active materials. Fortunately, the new textbook provides us with three websites, so we will first guide students to search, read, collect relevant information and communicate with each other online, then launch a knowledge contest, and finally start writing, so that students will broaden their thinking and write better imaginary compositions.
In addition, we can also use various learning forums and e-mails on the Internet to guide students to communicate with classmates and teachers inside and outside the school, so that Chinese learning can break the "school fence" restrictions, so that students can constantly increase the opportunities for independent learning and improve their Chinese level.
(C) effective use of school curriculum resources, strengthen discipline penetration.
It should be said that there are quite a lot of resources that can be developed in school life. It can really be said that "the school is full of textbooks". However, in the past, Chinese teaching regarded textbooks as sacred books, attached importance to books, ignored humanities, emphasized independence and lacked cooperation, and everyone was a closed individual, which made students' writing ideas more and more narrow. The new curriculum standard emphasizes that Chinese learning should be open, Chinese should be paid attention to everywhere, and interdisciplinary infiltration should be emphasized. Therefore, paying attention to experiencing school life is a shortcut to learning accumulation. For example, in combination with the course "Appreciation of Masterpieces", guide students to write and perform their own scripts. First, students discuss and determine the theme, content and characters of the script, and then cooperate with each other to prepare materials to enrich the characters and related scenes; Then students write down their own chapters or fragments, modify them in the audition, audition them in the modification, and repeat them several times, and finally create their own good works. Students can appreciate the hardships and fun in creation, and even realize that those famous works are not made in one stroke, but are "added and deleted in ten years" like A Dream of Red Mansions, so they are more interested in reading famous works to find inspiration and appreciate beauty.
In addition, various activities organized by classes and schools can be used for guidance and training, so as to maximize the space, time, content and interest of Chinese learning to meet the needs of students' own development. For example, calligraphy class, lyrics appreciation meeting, poetry recitation, reading report meeting, eloquence class, excellent works appreciation class, poetry competition meeting, story meeting, lecture meeting, reading notes exchange meeting, textbook drama performance meeting, current affairs discussion meeting, debate contest, running handwritten newspaper and other colorful Chinese activities fully embody the life and socialization of Chinese learning, and the principles of subjectivity, integrity and flexibility of Chinese learning.
(4) Pay attention to nature and carry out practical activities.
Life is the source of Chinese, and the extension of Chinese is equal to the extension of life. Therefore, Chinese teaching should break through the classroom and classroom life circle, enter nature and society, and let students absorb unique feelings, cultivate sentiment, hone their will, form attitudes and identify with values in this vast space. Traveling, visiting, visiting and inspecting are all forms of learning Chinese. Students can be guided to the streets, book stalls, markets, and travel with their parents to some famous scenic spots or some humble mountain villages during holidays. Students can express the reality in life in words, which is Chinese learning.
Society is a big family. The communication between people makes students' understanding of reality, life and value constantly change and deepen, and makes students express their social experience, thus embarking on the road of combining with life. Social communication is emotional communication, attitude communication and value orientation communication, so Chinese learning should also attach importance to the process of communication. In the process of communication, students formed a unique experience. Students are willing to express this experience, which not only reflects the truth of the composition, but also reflects the attitude towards life. For example, in order to do a good job in "Wandering Chinese World", students can take to the streets, reproduce, criticize and correct people's irregular words and deeds on the stage, and learn the living street language; Collect a large number of life expressions and appreciate them; And apply what you have learned to write good advertising terms, signs, couplets and so on.
(5) Combining family life and infiltrating family experience.
"Home" is the environment of activities and the carrier of feelings, and family life is the material library of students' writing. But students often feel that there is nothing to write about. Even if written, the words in the pen are "squeezed out" one by one, lacking emotional agitation. Indeed, "touching people is nothing more than feeling." If we don't pay attention to inspire and guide students to experience feelings, they will often deal with writing as outsiders. Therefore, guiding students into family life, actively communicating with parents and experiencing family affection will provide favorable conditions for telling the truth, telling the truth and writing photos.
In short, the development and utilization of Chinese curriculum resources is conducive to the all-round development of students in open Chinese learning. Mr. Tao Xingzhi said: "Society is school". Mr. Liu also said, "Language is flesh, life is flesh and blood, thoughts and feelings are soul, and they are inseparable". Therefore, learning Chinese in the big classroom of society, using Chinese in practice, let students observe life, be conscientious people in life, fully open up various channels of Chinese learning, and realize the life, practice and socialization of Chinese learning.