Children's literature is literary works that are suitable for children to read, understandable and willing to accept, and are adapted to children's age characteristics and intellectual interests. There are many such children's literature works in the Jiangsu Education Edition's lower-grade Chinese textbooks. Our teachers must work sincerely and manage with care to organically integrate children's literature with lower grade reading teaching. This opens a warm window of humanity for students, allowing them to feel the infinite scenery of the literary garden and swim and soar in the beautiful world.
1. Thinking about how far children’s literature is
Children’s literature is full of truth, goodness and beauty, which is closest to the emotional world of children and the most imaginative. Reading children's literature can not only enrich children's language, but also enrich their spirit.
But in real teaching. However, we focus on reading teaching in lower grades on aspects such as literacy and writing, composing words and making sentences, etc. We have neglected to appreciate the children's literary works in textbooks and to cultivate students' ability to perceive literary language and their pursuit of beauty. Teachers replace children’s experience of literary emotions with adult vision, and replace the cultivation of language sense with word training, thereby causing children to lose the joy of reading. Therefore, we should lead students to get close to children's literature, organically integrate it with reading teaching in lower grades, enjoy the pure and beautiful experience brought by children's literature, and feel the happy feeling brought by reading.
2. Get close to and enjoy children’s literature
(1) Teachers’ self-training
Teachers must be good readers, appreciators and promoters of children’s literature . When reading, you must have a high level of understanding and control capabilities, and you must have a macro understanding and grasp of the development of children's literature. For example, when reading Mr. Jin Bo's long fairy tale "The Adventures of Wududi", teachers will have their own insights, but they must think: "When recommending this book to students, how should we guide students to read? What topics should be designed To stimulate children's exploration of the text?" After such in-depth thinking, the teacher will have an overall grasp of this children's literature work, and he will be qualified to play the role of "promoter" of children's literature works.
When teachers conduct self-training, in addition to reading children's literature, they must also read extensively excellent literary works from ancient and modern times, both at home and abroad, delve into some literary theories, internalize knowledge into their own abilities, and improve their personal literary level . Teachers can only strive for excellence, improve their literary literacy as soon as possible, and then read children's literature, recommend it to students, and guide students to appreciate it, so that they can lead students into the magical and magnificent world of literature.
(2) Teaching changes in the classroom
If you want students to get close to children's literature, it is most critical to grasp the Chinese classroom well. Therefore, we must transform the Chinese language classroom so that classroom teaching can first achieve the best integration with children's literature.
1. Grasp teaching materials in a "literary way"
The so-called "literary way" means that teachers should go into the text, understand the inner meaning, prepare lessons from a literary perspective, and use a literary thought To interpret teaching behavior and release teaching passion in a literary language. Of course, we are dealing with lower grade primary school students, so we must grasp it from the perspective of "children's literature". Such as teaching the second volume of "The Ant and the Grasshopper" for the first grade.
Excerpt 1:
Teacher: How is the weather in summer?
Student: It’s really hot in summer.
Teacher: What are the ants doing? How do they do it? How are they doing?
Student: Some of them carry their backs, some pull their legs, and they are all so tired that they are sweating profusely. .
Teacher: Please read this paragraph in a praising tone.
(The teacher teaches the second and third paragraphs respectively, asking more than ten questions, and students think, answer and read aloud)
Fragment 2:
Teacher: ( Play the recording and describe the emotion) It’s so hot. What are the behaviors of ants and grasshoppers? Ask students to read the first and second paragraphs and tell them which words and sentences you know from.
Study: A group of ants were carrying food, and the Grasshopper hid under the big tree to enjoy the cool.
(In the process, guide students to read these two paragraphs emotionally. Practice reading, give feedback, and correct until the emotions are read)
Teacher: Ask students to read the text again and look at the illustrations , think about it: How would you laugh at the ant? How would the ant respond? Work in groups, read and act out the roles.
Sheng: It’s so hot, and you are all so tired that you are sweating profusely. What a fool you are if you don’t take a break quickly!
Student: Winter is still early! We are so free and happy!
Student: If you don’t prepare enough food quickly, You will starve in winter!
Sheng: You are free now. When winter comes, it will be too late to regret.
Then, the teacher transitions the situation and guides the students to read the third paragraph, look at the illustrations, imagine what the ants and the grasshopper are doing respectively? What are they saying? Guide the students to read aloud emotionally.
In the two teaching clips, teachers use different methods to grasp the teaching materials, resulting in different teaching effects:
The first teacher reads paragraph by paragraph, with dry language and many and complicated questions. The students just accept it passively and do not need to use their brains. They only need to intercept the corresponding sentences from the text and answer them, and they can easily get the teacher's approval.
Such a beautiful and thought-provoking fairy tale has been dismembered into pieces, and students cannot gain the experience of beauty and the pleasure of reading.
The second teacher first walked into the text and looked at the text from the perspective of "children's literature". The questions were few but precise, opening the door to students' active thinking. At the same time, this teacher pays attention to creating situations to stimulate children's emotions and interest in active learning. The teacher's language is vivid and the students' answers are full of childlike interest. This kind of class is like a "children's literature salon", where students delve deeply into the text and gain enlightenment in a quiet and moist environment.
2. Pay attention to the way of classroom dialogue
The first is "aesthetics"
Children's culture is muse culture, full of strong imagination, sincere emotions and infinite beauty. We should follow this characteristic in classroom teaching, starting from the "aesthetic" perspective, so that children can immerse themselves in the beautiful world created by words.
The second volume of the first grade book "Little Pond" has a beautiful artistic conception. A teacher teaches like this:
The courseware is played with music and the teacher describes it emotionally: "During the day, the blue sky and white clouds are reflected in the small pond. The sparkling light is a moving painting; at night, the stars and moon are reflected in the small pond, and they are asleep, which is a quiet painting..." The student was obviously intoxicated. The teacher continued: "What else in the colorful world can this beautiful big eye of the small pond reflect?" After the students discussed it, they came up with wonderful answers:
Student: The blue sky is reflected in the pond. , like a bright blue silk cloth.
Sheng: The wild flowers are reflected in the pond, like a beautiful little girl dancing.
Sheng: The mountain peaks are reflected in the pond, like sleeping giants.
Teacher: "Everyone's words are so beautiful! Let's follow the wonderful music and read the text beautifully together!" Teachers and students read the text with immersion.
Teacher: The teacher really wants to draw a picture of a small pond. Can you and the teacher finish it together? Let us draw the small pond described in the text and the small pond in your imagination!
This teacher accurately grasps the "beauty" of the text in teaching. Therefore, the beauty of the teacher's language, the beauty of the situations he creates, the beauty of the design of the links, and the entire class are closely connected with beauty. The students appreciated the beautiful courseware, read the beautiful words, listened to the wonderful music, and felt the beautiful scenery depicted. This kind of beauty left an eternity in the hearts of the students...
The second is "meditation" ”
Looking at the classroom teaching in the lower grades, it has indeed fully mobilized the children’s initiative and is very lively, but it is feeble when thinking deeply. This is the lack of “meditation”. The so-called "meditation" is a kind of meditation that sinks deep into the soul. When children mobilize their existing knowledge and emotional accumulation and collide with new problem situations, they will have lively "enlightenment".
When teaching the second volume of "The Snail's Trophy" to second graders, I did this:
When guiding the understanding of the first and second natural paragraphs, I had a dialogue with the students: "You have known for a long time What did snails look like in the past? How did you know?" When students answer, show the "picture of a flying snail" and then set up suspense: "Why can snails now only carry heavy shells? How did it become ?" leads to the next stage of learning, and then understands the meaning through vivid forms such as discussion, role reading, and performance. Such classes are lively, but the power of "meditation" must be brought into play at the right time. The teacher asked the question in a calm tone: "After reading this text, what do you want to say to the snail? What do you want to say to yourself?" The students fell into deep thought, and some students answered: "Teacher, I want to say to the snail: You are too proud and too ignorant. Honor only represents the past. Only continuous hard work can show that a person is truly capable. "I feel like a snail. I can no longer be arrogant." Such an answer. Can you imagine that this is how eight or nine-year-old children feel? If we are only satisfied with the superficial excitement and ignore "meditation", can students have such a deep understanding?
Teachers use "literary" By grasping the teaching materials and paying attention to the dialogue methods in the classroom, the lower-grade Chinese classroom can be turned into a literary classroom, a smart classroom, and an ideological classroom, making the integration of children's literature and reading teaching possible.
(3) Interest in reading
The children's literature works in the textbooks are just a drop in the ocean, and the integration and collision in the classroom are only the first steps into the world of children's literature. Therefore, it is necessary to guide children in extracurricular reading and carry out a variety of Chinese language practice activities, so that students can get closer to children's literature and become more interested.
First of all, guide students to do more extracurricular reading. Children's literature "If this window is not opened early and covered with dust, it will become more and more closed as time goes by." (Qin Wenjun said) Lower grade students can be allowed to read phonetic versions of classic Chinese and foreign fairy tales, fables, poems, etc., and they can also read relative Simple historical stories and scientific fairy tales at the same time. You can also sing children's songs and memorize the lyrics. In short, the reading scope should be broad. Teachers can guide students to take reading notes, write about their reading experience in short words, and guide students to develop the good habit of "not reading without writing" from an early age.
Secondly, we must carry out a variety of language practice activities.
In conjunction with extracurricular reading, competitions such as "Poetry Contest", "Fairy Tale Competition 2E", "Flying Singing", "Fairy Tale Competition", etc. can be held, as well as fairy tale dramas, textbook drama performances, etc., so that students can consolidate their reading achievements and demonstrate them during the activities. My true self.
3. Sublime and travel to the world of beauty
Children’s literature has extremely rich beautiful connotations from form to content. The "Curriculum Standards" point out: "Chinese teaching is aesthetic, poetic, and full of fun." Therefore, children's literature and reading teaching have an infinitely broad and beautiful world. And our Chinese teachers must use their own literary literacy, wisdom and poetry to perfectly combine the rich connotations of children's literature aesthetics with lower grade reading teaching, guide students to discover and perceive beauty, use beautiful feelings to ignite the sparks of students' hearts, and make Chinese become a Chicken soup for the soul of student life.
Although the students in the lower grades are young, they have sufficient accumulation of reading children's literature and the subtle language of the text, so they naturally have the desire to create, and they can't wait to "recite, understand and write." "Therefore, students should be encouraged to imagine boldly, let go of their personalities, and write wonderful chapters.
In view of the characteristics of lower grade students, I mainly let them try to write children's poems. When guiding students to write poems, I first ask students to imitate, and then ask students to find poem ideas from life. For example: you can write poems about small things in life, write poems about conversations with things, write poems about associations with things, etc. For example, a classmate came home from school and saw his grandma bought him a pair of rain boots. He was delighted and came up with "Rain Boots":
When I got home from school/I found that my grandma had bought me a pair of rain boots/green ones. It's bright/so beautiful!/I put it on/so comfortable!/I announced loudly: I will wear rain boots to school tomorrow!/Uncle said: It will definitely not rain tomorrow/I said/I will wear rain boots even if it is sunny! < /p>
It captures snippets and conversations from life, but it vividly shows an innocent childlike heart! Another example is when a classmate saw his sister’s dimples. I saw the bird's nest on the big tree again, so I wrote this poem "Bird's Nest and Dimple":
The round bird's nest/hanging on the high tree/you are Grandpa Big Tree's Dimples?
Some people say that children are born poets. However, teachers cannot instill too many writing skills, but should promptly capture the information conveyed by children intentionally or unintentionally, develop children's ability to create children's poems, and play the chords of beautiful poems in children's hearts.
Lower grade students are eager eagles, give them the wings of children’s literature, and they will happily fly to the Chinese world and the palace of literature! The integration of children’s literature and reading teaching in lower grades will definitely It can radiate the gorgeous brilliance of poetry; the colorful children's poems written by the children themselves will surely leave an indelible and beautiful imprint in their memory.
We will be delighted to see that children have enjoyed children's literature, enjoyed their golden childhood, and have freely and freely swam in the colorful and beautiful world!
(Editor-in-charge: Liang Yuan)