The goal of "comprehensive learning activities" in grades 5-6 of the New Curriculum Standard for Primary Chinese is: 1. In order to solve the problems related to study and life, we try to write a simple research report by using information channels such as libraries and the Internet. 2. Plan simple campus activities and social activities, discuss and analyze the planned topics, and learn to write activity plans and activity summaries. 3. Organize discussions and lectures on the issues around you that everyone is concerned about, or the stories and images in TV movies, and learn to distinguish right from wrong, good from evil. 4. Understand the basic methods of searching and using information.
Therefore, the purpose of setting up comprehensive Chinese learning in the new curriculum standard is to "strengthen the connection between Chinese courses in many aspects, strengthen the connection with other courses and life, and promote the comprehensive and coordinated development of students' Chinese literacy." "
In the six years since the new curriculum reform, we have deeply felt the importance of comprehensive learning. Especially for senior primary school students, they have a deep foundation in literacy, reading, writing and oral communication, so it is more urgent to carry out comprehensive learning activities for them. The goal of the same activity theme is different in junior, middle and senior grades, and the goal of senior grades is higher. Because of this, the implementation of comprehensive Chinese learning activities in senior primary schools has become difficult. For such new things, teachers' practices and attitudes are also "varied".
The main crux of this situation lies in:
(A) the "new concept" of comprehensive Chinese learning in senior primary schools has met with the "old concept"
Primary school life has reached a high stage, and teachers pay more and more attention to students' academic performance. Facing the annual exam, many teachers always keep in mind that grades are the lifeblood of students. "Literacy", "reading" and "composition" are always the top priorities of students' Chinese learning. Comprehensive study is dispensable, even if it is taught, it may not be reflected in the exam, so if you don't have time and energy, let's put it aside first. Over time, students "understand" that comprehensive learning activities are not important.
(B) The "richness" of comprehensive Chinese learning in senior primary schools has suffered from "lack of resources"
The comprehensive learning activities of Chinese in the senior grades of primary schools are rich and colorful, including "roaming the kingdom of Chinese characters", "entering the information world", "knocking on the door of poetry" and "unforgettable primary school life". These activities need all kinds of resources to be carried out effectively. However, teachers often rely too much on Chinese textbooks, regard the contents in the textbooks as the only resources for students to carry out activities, lack the awareness of curriculum development, and are unwilling or unwilling to develop learning resources in connection with students' life and the reality of society and schools, resulting in low interest in learning. Even if some teachers are willing to develop extracurricular resources, they will still hit a wall. Taking the comprehensive learning activity of "entering the information world" as an example, we obviously feel more difficult in the process of organizing learning, especially for students in rural areas. There is no computer at home, so they can't feel the influence of the internet on our study, work and life.
(C) The "diversity" of comprehensive Chinese learning in the senior grades of primary schools has encountered "boring singleness"
The comprehensive learning activity of Chinese in the senior grades of primary schools is a very diversified activity. For example, in this big activity, students will be asked to do many small activities, collect or write crossword puzzles, and carry out crossword puzzles; Ask students to find out ancient poems, two-part allegorical sayings, couplets or jokes that reflect the homophonic characteristics of Chinese characters; Ask students to plan a survey of Chinese characters in society and so on. Sometimes these activities need to be carried out step by step, and sometimes they need to be interspersed, but many teachers put them in class and want students to complete these "impossible tasks" in class. Such comprehensive learning activities are dull and monotonous, and they are all carried out with students' little learning accumulation and life experience.
Second, the connotation of the study: thinking about the comprehensive study of Chinese in primary and high schools.
(A) the definition of the subject
Chinese comprehensive learning
Comprehensive Chinese learning in primary schools is a way of Chinese learning, which takes topic inquiry as the form and practical activities as the carrier, integrates various learning contents, learning objectives and learning methods, and improves students' Chinese literacy and Chinese practical ability through the inquiry process of students' independent cooperation.
In order to effectively implement comprehensive Chinese learning and improve students' Chinese literacy, we must first grasp the basic characteristics of comprehensive Chinese learning and make clear its learning objectives.
1, comprehensive
Chinese comprehensive learning breaks the "three centers" theory that textbooks are the only source of information, teachers are the only information transmitters and classrooms are the only places for information exchange, breaks the discipline-based theory of Chinese teaching and the closed state of Chinese teaching, and embodies distinctive comprehensive characteristics.
(1) Learning goal synthesis. Comprehensive learning objectives include the integration of learning objectives in four aspects: reading and writing, reading, writing and oral communication, as well as the integration of knowledge and ability, process and method, emotional attitude and values. For example, the teaching objectives of the third unit "Feeling Nature" in the first volume of the seventh grade comprehensive study of People's Education Edition are set as follows: a. Knowledge and ability objectives: initially learn oral communication and written expression skills. Can communicate with others in the process of observation and appreciation, and tell others the characteristics, inner feelings and experiences of the observed scenery, so that the content is concrete, the language is vivid and has certain appeal. On this basis, write a composition. B, process and method goal: master the method of observing scenery, form the habit of observing scenery, and know and explore nature. I can observe the interesting scenery carefully and understand it with my heart. He is good at grasping the characteristics of scenery (shape, sound, color, taste and nature) in observation, and comparing, analogizing and synthesizing the observed objects in many aspects through association and imagination, so as to deepen the perception, understanding and comprehension of the observed objects, thus deepening the understanding of nature and realizing the communication between man and nature. C. Emotion, attitude and values Goal: Love nature, experience nature and cultivate sentiment. Return to the embrace of nature, immerse yourself in nature, carry out activities around the mountains, rivers, grasses and trees of nature, get close and beautiful feelings about nature, experience the life and spirituality of nature, and appreciate the poetic nature, thus infiltrating the feelings of caring for nature and getting along well with nature into the depths of the soul. These goals reflect the all-round development of China people's comprehensive quality.
(2) Synthesis of learning content. Chinese comprehensive learning is an active learning practice, which focuses on letting students learn Chinese in a real and vast space. It regards the whole world as an environment for Chinese learning, and revolves around "man and self", "man and society", "man and nature" and "man and technology, culture", covering all aspects of the changing whole life world. Five thousand years in Wan Li, astronomy, geography, military affairs, economy and science and technology are all-encompassing, reflecting nature, society and science and technology.
(3) Synthesis of learning styles. Comprehensive learning is a combination of book learning and practical activities, acceptance learning and inquiry learning, in-class learning and extracurricular learning, centralized learning and decentralized learning, standardized learning and leisure learning, and individual inquiry and cooperative learning.
(4) Synthesis of learning resources. Comprehensive learning includes the comprehensive development and utilization of classroom teaching resources and extracurricular learning resources, as well as the comprehensive exchange and integration of Chinese courses and other courses. Chinese comprehensive learning resources can be divided into two categories: first, local resources, "all regions contain natural, social, humanities and other Chinese curriculum resources." As a teacher, "we should have a strong sense of resources, work hard to develop and actively use them." The second is network resources, that is, students use search engines such as Yahoo, Sohu and Sina to collect information directly online. These learning resources provide students with an interactive man-machine interface with pictures and rich audio and video, which stimulates students' interest in learning and truly achieves the significance of letting students actively construct knowledge.
(5) The comprehensiveness of learning evaluation. The content of evaluation depends not only on whether the determination of the project is valuable, whether the content design is exploratory, and whether the inquiry method is scientific, but also on whether the practical activities are fully participated and experienced, and also on the cooperative attitude and ability of students in the activities, as well as their ability to actively discover and explore problems, collect and process information and draw conclusions. Judging from the form of evaluation, comprehensive learning is a complicated Chinese practice. A single quantitative evaluation method can't reflect its essence, which will suppress the development of students' personality, spirituality, understanding and creativity to a great extent. It transforms a single quantitative evaluation into a diversified comprehensive evaluation, and adopts multi-dimensional and multi-directional comprehensive evaluation methods such as combining formative evaluation with summative evaluation and combining qualitative evaluation with quantitative evaluation to comprehensively and objectively reflect the effect of students' comprehensive learning, which not only allows students to share,
Step 2 be practical
Activity is the main form of comprehensive Chinese learning. Through activities, students can integrate their listening, speaking, reading and writing abilities, learn how to analyze and solve problems, and master and apply knowledge through activities. This kind of active learning does not emphasize the systematicness of knowledge, but mainly intuition and feeling.
Chinese is a practical course, and the starting point and destination of students' learning Chinese, as well as all aspects of Chinese learning, are inseparable from social practice activities. It is precisely because of this that Chinese education should vigorously cultivate students' practical ability, let students communicate with themselves, society and nature through Chinese practice activities, communicate with each other inside and outside the classroom and inside and outside the school, broaden students' horizons and increase students' opportunities for Chinese practice. So, how can we effectively reflect the practicality of Chinese? Comprehensive learning provides us with a good platform.
In order to better reflect the practicality of comprehensive learning, we should change our thinking: in the past, Chinese textbooks and Chinese classes were more text-oriented, while comprehensive learning was more about guiding teachers and students to practice, requiring students to pay attention to life and society and learn to find and solve practical problems. It emphasizes that students should apply the basic knowledge and skills they have learned to real life, apply what they have learned, and better improve their comprehensive application ability of Chinese, such as listening, speaking, reading and writing. It's hard to imagine that a child reads babbling every day, but he doesn't know what he is reading is a reflection of life; Always express your thoughts (orally or in writing), but don't understand that these thoughts are used to express life.
3. Process
Curriculum standards put forward three dimensions of teaching objectives, among which "process and method" is the most obvious in comprehensive learning. We say that the future society requires talents not only to master certain knowledge or skills, but also to learn to choose, criticize, explain and apply what they have learned, so as to develop and innovate. So on the platform of comprehensive learning, we should pay special attention to its process.
The implementation process of comprehensive learning generally includes the following stages: 1, preparation stage, mainly about project design. Students can discuss in groups, make activity plans, steps and goals, show moderate autonomy and selectivity, and make full preparations for smooth and effective implementation; 2. Practical stage, mainly process implementation. Students investigate, interview, collect data, analyze and sort out in individuals or groups, and the analysis shows a certain degree of cooperation; 3. The communication stage, that is, the achievement display stage, mainly displays the achievements of activities in oral or written form. Through communication, we can learn from each other's strengths and reflect a certain degree of cooperative exploration; 4. Evaluation stage. This stage is mainly reflective evaluation, which can be teachers' evaluation, self-evaluation and students' mutual evaluation. On the basis of communication, students can re-recognize their own activity process, find out their own shortcomings, and further enrich and improve the results of activities.
Teachers should attach importance to the process and strategy of students' investigation, interview and data collection, and encourage students to obtain various information through multiple channels, so that students can initially master the methods and ways of obtaining information. Influenced by the traditional educational concept, many of our teachers pay special attention to the display of the final result, but pay less attention to the activities before the result is formed. Comprehensive learning should not only pay attention to the formation of static results, but also pay attention to the process of activities. All plans, schemes, possible difficulties and solutions before the results are obtained help students feel the fun of learning in the dynamic process and acquire corresponding knowledge and ability.
4. Autonomy
Curriculum standards especially emphasize the need to change teaching methods and actively advocate the adoption of this new learning method of autonomy, cooperation and inquiry. This way of learning is especially obvious in comprehensive learning.
The change of learning style is a remarkable feature of the new curriculum reform. It is naturally the core task of this teaching reform to change the original passive learning methods, establish and form diversified learning methods aimed at fully mobilizing and giving play to students' subjectivity, and promote students to learn actively and individually under the guidance of teachers.
Comprehensive learning highlights students' autonomy and attaches importance to cultivating students' awareness of actively participating in practical activities. In every comprehensive study, the teaching materials provide more contents and design more than one or two activities, with the aim of giving teachers and students more choices. Specifically in the classroom, teachers should respect students' autonomy as much as possible, let students choose their own learning content, learning methods and learning partners, and even jump out of textbooks to find resources suitable for Chinese activities. In other words, from the presentation of learning topics to the design of learning plans, the arrangement of learning processes, the determination of learning methods and even the display of achievements, students have greater autonomy, more practical opportunities and more creative space.
Of course, while giving students freedom, we should also avoid blindness and randomness. Giving students autonomy does not mean herding sheep. It is very necessary for teachers to give appropriate guidance and correct mistakes in time. For example, in the guidance of activity goals, we should not blindly seek perfection, perfection and depth, but proceed from the reality and possibility of students and do what we can, focusing on cultivating Chinese ability. At the same time, we should work with students to design and make activity plans, arrange activity schedules, and make adjustments and improvements at any time according to actual needs. In particular, teachers should pay attention to the individual differences of students. Because students choose learning content, learning methods and learning process according to their own interests, even if they pay attention to the same topic, each student may have different emphases, either focusing on knowledge learning, or focusing on the influence of attitude and emotion, or focusing on the cultivation of methods and habits. Teachers should fully consider these individual differences.
What needs to be clear is that the purpose of teacher guidance is not to lead students' activities and inquiry to an existing conclusion, but to inspire ideas, provide information, supplement knowledge and introduce some specific ways and methods. Only by emphasizing students' autonomy and advocating teachers' leading role can we give full play to the role of comprehensive learning and teachers and students interact in a harmonious and happy situation.
5. Cooperation
Education should be a healthy and balanced development of every student, not a paradise for individual top students to study freely. Therefore, Chinese comprehensive learning needs the participation of all students, so that each student can develop his Chinese literacy through effective activities. Chinese comprehensive learning pays attention to the participation of all staff and the close cooperation between students, so as to cultivate the good cooperation ability and spirit needed in the new era. Another meaning of full participation is * * * participation. In the process of participation, learners should understand the personality of their partners, learn to communicate and cooperate, know how to respect, understand and tolerate each other, and actively express their ideas or accept other people's opinions.
Cooperation is generally presented in the form of group cooperation. After determining the activity goal, activity content and activity steps in groups, each member should complete his own responsible content according to the plan. After the division of labor is completed, there will be small communication between groups to integrate, analyze and sort out relevant materials. Team members should establish the consciousness of listening and learning from each other, and pay attention to the cultivation of cooperative ability and spirit. Then take the results of cooperation to the class to communicate, and the process of communication is also a large-scale cooperation process.