1. How to accurately determine the core value of Chinese classroom teaching?
Tao Xingzhi said: "Educators should also create creative theories and technologies worthy of their worship. There is a little difference between a living statue and a marble statue. If the knife method is used improperly, it may be destroyed. If the knife method is used correctly, it is a stroke, which makes the finishing touch. " It is the duty of every teacher to carefully choose the "knife method" suitable for Chinese classroom teaching and establish the core value of the classroom.
(1) Learn the curriculum standards and establish the core value of classroom teaching.
In the summer of 2008, I realized the importance of learning curriculum standards. After the first day of training, our group exchanged the teaching objectives of compulsory unit 1 and compulsory unit 3. At that time, we also designed a very atmospheric name "heroic epic" for teaching, but after the first goal "let students further master the usage of commonly used classical Chinese words", it was stopped by expert teacher Wang. He asked: "Are you going further than the previous section or junior high school, because this unit is the first in classical Chinese in senior high school?" Having said that, I think I am most proud of my third goal, "Let students learn the fine qualities of ancient heroes and cultivate their noble moral integrity." Teacher Zheng asked again, "How do you define a hero? In this army, the skill of candle is to eliminate disasters for the country, Jing Ke is to assassinate for righteousness, and Xiang Yu's career has failed, which has three qualities. What do you expect students to learn? " We were suddenly speechless. Just this time, I found that my teaching was really "my own ignorance" and I wanted to "make people shine". So I studied for the next ten days, and I really became a student. I got up early and got greedy for the dark. After I came back, I quickly found dozens of related books and made up for a summer vacation. Through this study, I understand the relationship between "this course" and "this kind", the difference between "textbook course" and "teaching course", and the importance of "what to teach" in Chinese teaching reform is more important than "how to teach". Knowing that Peacock flies southeast can't let students discuss the question "Why Jiao Mu doesn't like it" in a class, we should pay more attention to the importance of "Fu" in this poem to convey feelings, so that it will be more Chinese. My understanding of Moonlight on the Lotus Pond should not try to explore why Zhu Ziqing is so restless, but should pay attention to why Moonlight on the Lotus Pond with gorgeous language and Back with extremely simple language can both become classics.
(2) Study the style and determine the core value of classroom teaching.
For example, the teaching of modern poetry: many traditional poetry teaching designs mostly teach students to recite, then appreciate and summarize. Students finish a unit, but they can't leave a deep impression from these similar classes, let alone "teach them to fish". Therefore, we must change the inefficient teaching method of teaching texts one by one in the past. In fact, we can first study what modern poetry needs students to learn and how to teach it, so that the text we teach can undertake the teaching task of modern poetry. According to the characteristics of the text, the Chinese group of our school has established the first lesson, Qinyuanchun Changsha, to teach the inheritance of new and old poems, Rain Lane to teach the influence of the rhythm of modern poetry on the expression of emotions, Farewell to Cambridge to teach the purification and order of images and their care for emotions, and Wild Goose River, My Nanny to teach students to understand the visual expression of poems ... Although it does not fully cover the teaching tasks of modern poetry, the teaching effect is good. Students have learned to draw inferences from others in these pragmatic classes, and the new poems they later wrote have also been merged into a collection of poems-"Walking to the depths of youth", which has become an eternal memory of children's youth. This kind of teaching design with core values must leave a deep impression on students.
(3) Study the text and preset the core values of Chinese classroom.
Learning the text itself is an extremely complicated cognitive process, and teachers may read and misread it for various reasons. A teacher taught Zhang Dai's "Looking at the Lake Pavilion Snow" in an open class. He first introduced the background of the late Ming and early Qing dynasties in ten minutes (not necessarily better than the history class), and then chose the word "idiot" as the core of classroom teaching to guide students to understand Zhang Dai's spiritual world-"idiot". Others say he likes flowers and the moon, but he likes snow. In fact, this teacher should know that in the traditional culture of China, snow appreciation is a common occurrence, and there are countless chapters about "snow appreciation", which is called "romantic love". What really shows "infatuation" is the special time for Zhang Dai to enjoy the snow. In the situation of "three days of heavy snow, people and birds all died", he went to the lake pavilion to see the snow alone after the accident. He went to the West Lake in a lonely situation to quietly experience the unique feelings endowed by nature to a frustrated person. If teachers don't have a deep understanding of such feelings conveyed by the text, it will be empty talk for students to understand the author's unique spiritual world, and there is no need to promote the classroom based on such core values.
Therefore, teachers must study the text. Classroom teaching is allowed to have core values that have not been implemented (no one can cover everything in 45 minutes), but students can't learn incorrect things. This "no" also includes inappropriate teaching content.
2. How to teach students the core value of a lesson efficiently?
(1) Establish a "schema" to compare the core values learned by application.
Chinese teaching is mainly a process of reconstructing students' sense of language. Piaget, a cognitive psychologist, and others believe that children's acceptance of external influences is not a passive process, but a learning process that actively interacts with the environment. Chinese classroom can constantly adjust, supplement, enrich, revise and accumulate language sense schema through assimilation and adaptation, thus internalizing knowledge, taking the texts taught in class as an example, establishing basic schema, then expanding reading and enriching the variants of schema; Construct a new meaning schema by practicing writing.
For example, Moonlight on the Lotus Pond can be used to teach the basic reading schema of modern lyric style, while Life Realm can explore the general reading schema of academic papers. Let students learn the concept of classification, draw inferences from others and achieve high efficiency.
For another example, in the first class of Ditan and I, some teachers defined the core values as Shi Tiesheng's struggle with fate and his repentance for his mother's love. Of course, this is not a big mistake. But one sentence can explain the truth. Why spend so much time teaching? Therefore, we might as well read the text carefully. According to the lyrical stylistic features of the text, we will find that "I" obviously chose three time periods for the three descriptions of Ditan scenery. "I" have a different mentality and a different understanding of life, so the carpet scenery I write is obviously different. The front is mostly decadent, desolate and meaningless, and the back is mostly lively, positive and meaningful. That is to say, "the scenery in the author's eyes is the scenery in his heart", it can be preliminarily determined that the core value of classroom teaching of this course is the composition characteristics of lyric prose. This is the concept of categorization, and the constructed "schema" can be transferred to the understanding and writing of similar articles.
(2) Teachers and students carry out teaching activities to effectively convey the core values of this lesson.
The teacher's "one-word-for-one" teaching effect is certainly not as natural as the cooperation between teachers and students. For example, the process of achieving the above-mentioned teaching goal of "Me and Ditan" can be designed as follows:
First, let students find that paragraphs 1, 3, 6 and 8 of the extracted text are the writer's artistic conception, while paragraphs 2, 5 and 8 are about the landscape characteristics of Ditan, and there is an inevitable connection between them;
② Then sum up "the change of scenery color", that is, "the change of the author's understanding of life";
(3) Then promoted to "class concept", which is the * * * nature of lyric prose about scenery. That is, "the environment is born from the heart" and "all scenery words are emotional words"
This course. Students not only learned the reading method of lyric prose, but also used it as a copy and found the basic path to write this kind of prose.
(3) Study teaching methods and highlight the core value of classroom teaching.
When it comes to Chinese classes in senior high schools, especially science classes, students pay little attention to Chinese classes. For example, in the process of preparing for the unit exam, most students generally don't spend too much time and energy on Chinese review. Some candidates want to get high marks, so they should make a cheat sheet of dictation and composition materials in advance. If it is stopped at this time, there is nothing wrong with it, just completing the integrity education. However, a Chinese teacher came up with such a brilliant idea with his own wisdom-he allowed the whole class to prepare for the exam with an A4 piece of paper, which could be brought in during the unit exam. So the students began to look through Chinese books and class notes one after another. Those with incomplete notes also began to borrow classmates' summaries, ask teachers for some reading skills, and sort out their transcripts. During the exam, everyone wrote this A4 paper so densely that every corner was spared. In fact, in this way, the teacher guided the students to complete the teaching task of unit review independently and efficiently. Later, everyone got high marks in Chinese, and the teacher asked the students to summarize their methods of reviewing for the exam. Many students suddenly realized that they had found an effective preparation strategy. It can be seen that studying teaching methods and reasonable stimulation can guide students to find learning methods and promote students to master knowledge and acquire ability independently.
Second, the research content
1, students' learning needs
Is the answer in the lesson plan really that important? Does the combination of practice have to be so dull? Do we have to be the first in every exam? This is not what students need. Our teaching today should be based on the actual needs of students. What students need is the key to effective study, not just the score on the test paper. There is a very common teaching phenomenon: children speak enthusiastically and actively in Chinese classes in primary schools, and small hands and forests can be seen in many classes in junior high schools, but it is rare for high school students to raise their hands in Chinese classes. Why have students' enthusiasm for learning Chinese weakened? I asked a student, and he said that he hated Chinese classes since he entered key classes in the fourth grade. In order to prevent the whole class from making mistakes in the exam, his Chinese teacher stipulated that they must write "Zi" when using "Zi". In the sixth grade, the teacher stipulated that the unforgettable moment must be written "successful bid for the Olympic Games", and the originally rich and agile Chinese became boring. This is because some teachers simply pursue ranking, ignoring the subject characteristics of Chinese, ignoring students' innovative needs, and even killing children's Chinese imagination.
"Learn from each other's strengths" is a strength that teachers can borrow, and it is also a great pressure on them. For example, my students' research on some famous books, their understanding of texts and even their research on college entrance examination propositions are far beyond my imagination, which makes me feel the danger of being driven off the platform by students without making progress.
2, the direction of the exam.
Junior high school mainly tests "memory" and senior high school is promoted to "understanding". Testing has five functions: diagnosis, feedback, adjustment, encouragement and guidance. In order to give full play to these functions, it is necessary to study the current curriculum standards, the teaching and examination should be skillfully coordinated, and teachers must also study the examination questions. Proposition is not a good topic, and the score is so simple and rough. It is necessary to study the relationship between the topic and the test center and the angle of setting the topic together, and write a good proposition plan.
3. Teachers' teaching skills
Don't bury yourself in your work all day, think about why you should do such a job! Teachers in the first realm pay attention to teaching reference, teachers in the second realm pay attention to teaching materials, and teachers in the third realm pay attention to students. Taking students' learning as the main body, we must not rush to achieve success. There is an experimental case in psychology. When you give your child a hammer, he will treat everything around him as a nail. Single method will inevitably lead to rigid use and poor effect. Therefore, it is necessary for students to really "learn the law" from many aspects and form diversified learning methods to apply what they have learned. Children's mechanical memory ability is superior to that of adults, so it is not difficult for them to remember the answers. Teaching a class in this way seems to be immediate, but it won't last long and students won't change the exam questions. The effect of this teaching method is "fast first, then slow". The effective "method" should be "slow first and then fast". A good method can't be to teach students how to be lazy, let alone to replace students' efforts. It must "enter it" and come from the specific learning content; It must also be "beyond the outside" and used on specific similar texts. In other words, what a good Chinese teacher needs to teach his students is a reading method or writing method with both "skeleton" and "flesh and blood".
4. School evaluation indicators
At present, the management level of some principals still stays at the low level of attendance and ranking, so the development level of school education has stagnated. -Teacher Zhao Ming of ——Xi 'an Teaching and Research Section bluntly said that one of the root causes of stagnant school education lies in the low management level of principals. School evaluation methods should bid farewell to the traditional single "appraisal" method, and can adopt observation, questionnaire survey, long-term comprehensive evaluation and the establishment of growth record bags. A good evaluation should not only reflect the teaching results, but also reflect the cognitive process and follow-up effect of these results, the track of students' lateral growth in the long learning process and the relationship between teaching activities and these growth. It is more in line with the student-oriented teaching principle to increase the incentive component of evaluation and reduce the utility brought by evaluating teachers.
However, in the process of collecting efficient classroom cases, I also found that teachers do everything possible to grasp the core values of Chinese classroom, which needs educators to analyze or reflect carefully before summing up. In a word, grasping the core value of Chinese class requires teachers to move from professional consciousness to professional consciousness; To implement the core value of Chinese class, we should use schema and procedure to seek efficiency; In addition, continuous reflection and learning are needed to improve.