Chinese teaching has gone through the road of new curriculum reform for nearly twenty years. What essential changes have taken place in the content of Chinese teaching? Looking back on the development of Chinese teaching, it has gone through three stages in the past twenty years: the first stage is lecture notes, which pay attention to the teaching of Chinese knowledge; The second stage is to use teaching materials and teach students one or more learning methods in each class; The third stage is to emphasize feelings. The typical language is: "What do you feel after reading this sentence or this sentence? Say it out and read it out in the text. " It's almost 20 years since the curriculum reform, and the biggest feeling of everyone may be that they can't teach Chinese and don't know how to teach it correctly.
? I think the choice of Chinese teaching content in primary schools should also be closely related to curriculum standards. Implementation can be divided into these three different areas:
The first realm: seeing mountains is mountains and seeing water is water.
The second realm: seeing mountains is not mountains, and seeing water is not water.
The third realm: see mountains or mountains, see water or water.
? Let's take a look at the overall requirements of Chinese curriculum standards:
? Modern society requires citizens to have good humanities literacy, innovative spirit, cooperative consciousness and open horizons, basic abilities including reading comprehension, expression and communication, and the ability to collect and process information by using modern technology.
? Course nature: Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum.
Basic ideas: Chinese course should stimulate and cultivate students' thoughts and feelings of loving the motherland's language and writing, guide students to enrich language accumulation, cultivate language sense, develop thinking, initially master the basic methods of learning Chinese, develop good study habits, and enable them to have the abilities of literacy, reading, writing and oral communication to meet the actual needs, and correctly understand and use the motherland's language and writing. At the same time, Chinese courses should also be influenced by excellent culture, improve students' ideological and moral cultivation and aesthetic taste, make them gradually form a good personality and a sound personality, and promote the harmonious development of morality, intelligence, physique and beauty.
After you are familiar with these paragraphs, let's talk about the triple realm of Chinese textbook processing:
Because what kind of teaching materials a teacher has will directly determine the capacity of classroom teaching, which also determines the effectiveness of classroom teaching. This is why sometimes teachers of the same level spend the same time, but the teaching quality is quite different.
The first realm: seeing mountains is mountains and seeing water is water.
Explain the textbook with a lyric-I only have eyes for you.
? What the teacher wants to teach is obviously the textbook. Because we have classes every day, we only have textbooks, even if there are teaching references and teaching plans, they are derived from textbooks. Therefore, it is natural to teach "teaching materials to students". For a Chinese text, it is easy for our teacher to do this: read new words, write new words, read the text, ask questions, dismember the text and deal with homework. It's simple. I have finished learning a lesson. Everyone should have this experience: large-scale group activities in schools often delay students' classes, while Chinese teachers make up lessons faster than math teachers. ..... This is a typical textbook view of "seeing mountains is mountains and water is water". In fact, we only teach students some words in books, not related knowledge points derived from textbooks, or let students learn related knowledge by themselves through corresponding information collection channels such as search and inquiry. Let me give you an example: there is a unit "Knocking on the Gate of Poetry" in the sixth grade textbook, which contains Su Shi's words. I once asked my classmates who finished this unit and a class: What other words do you know about Su Dongpo? He looked blank and asked me: Who is Su Dongpo? You may think this is a joke, but it is a real experience. From this example, we can see that students' ability to collect and process information and expand according to the text has not been demonstrated in the teacher's class. Last semester, I went to a school to attend classes. The teacher also teaches ancient poetry. After class, I asked him about the design idea of this class. He told me honestly: I think ancient poetry is too simple to tell. This is a fact. There are only more than 20 words in the book, just a picture. However, we are all thinking about how to realize the "richness of Chinese culture and wisdom of absorbing national culture" proposed in the second article of the curriculum standard. From these, it can be seen that teachers are not fully familiar with the basic concept of Chinese curriculum: Chinese curriculum should enrich students' language accumulation, cultivate students' hunches, develop students' thinking, initially master the basic methods of learning Chinese and develop good study habits. Think about it against the curriculum standard. Is this class a little thin? For example, last year, there was a phenomenon in the examination papers of Grade One, Grade Three and Grade Five: students had learned four words in an idiom, but they could not write them, such as "Seven Up and Eight Down" (1), "Volunteer" (3) and "Disobedience" (4). This phenomenon shows from one side that our teachers can't achieve mastery through a comprehensive study when dealing with textbooks, that is, taking knowledge points as the center and drawing a circle for relevant knowledge, students can move freely in this space, and the scope of activities is determined according to their personal abilities. Give an inappropriate example, just like sheep eating grass.
? To sum up, it is not difficult to see that there are objective differences in students' cultural background, knowledge reserve and life experience. If we put down the textbooks and directly tell the students that we haven't explored and understood deeply, it will affect the deepening of the teaching content, and it will become an empty talk to train or cultivate students' reading comprehension and thinking ability by relying on textbooks. Teachers should not overstep the children's thinking level "offside" or just stay at the students' cognitive level, resulting in "absence" in grasping the teaching content. Giving students textbooks completely is just textbooks, and other contents that accomplish the course objectives through the presentation of textbooks cannot be revealed. This is also the feeling that we have seen open classes and high-quality classes for some time: flashy. Just like figure skaters skating on the ice, knowledge is spinning on the ice, and the other is not diving into the water like divers. In the final analysis, the first realm can be summarized by this poem: from a distance, the mountains are colorful, but listening to the water is silent.