1. Pay attention to reading
Everyone knows the importance of reading. How to attach importance to reading in daily teaching?
First, we should pay attention to reading in class. Classroom reading first refers to textbook reading. The textbooks are carefully selected by editors, and most of them are both literary and beautiful. Our teacher should guide students to concentrate on reading, savor carefully and turn others into themselves.
Regarding reading textbooks, I have a suggestion: don't read in general, but grasp a point and go deeper. For example, reading "Sleeping in the Ancient Temple in Li Shizhen" allows students to appreciate the beauty of environmental description; After reading The Sea of Yantai, let the students learn to describe the scenery of a place by analogy. After reading the first apricot blossom, let the students practice using character hints. With such long-term persistence, students will certainly gain a lot.
Second, we should pay attention to extracurricular reading. "Curriculum Standard" points out: "We should pay attention to cultivating students' extensive reading interest, expanding reading scope, increasing reading volume and improving reading taste. Advocate doing fewer questions, reading more, reading good books, reading good books and reading whole books. Mr. Zhou pointed out in the article "If I were a Chinese teacher": "If I were a Chinese teacher, I only asked students to do two things. One is to let students read a lot and form the habit of reading every day. The other is to let students form the habit of keeping a diary every day. "A habit of reading, a habit of writing, caught the bull's nose of Chinese teaching.
Extracurricular reading is to cultivate students' interest in reading first. "Interest is the best teacher", which is the truth! The second is to form the habit of reading. A good habit is literacy. Once students form the habit of never putting down their books, their life is half finished.
Third, we should pay attention to personalized reading. "Reading is a personalized behavior of students." Different students have different reading interests and tendencies. Girls are beautiful, boys are sci-fi, children are fairy tales and myths, and teenagers are realistic detectives. We should encourage students to have different reading interests and don't stop or stifle them. In encouragement and appreciation, gradually guide students to expand the scope of reading and cultivate various reading interests. Even if students' reading interest is narrow, they should be respected and encouraged.
Step 2 pay attention to accumulation
Reading is both absorption and accumulation. But the accumulation I emphasize here refers to the accumulation of classic poems and recitation. Mr. Zhu Ziqing once said: I would rather recite a poem than read a hundred poems in general. Because the poems you usually read belong to others after all, the poems you recite become your own. For example, the articles I have read, like the food I have seen in restaurants, are just for my eyes, while the poems I have recited, like the food I have eaten, will become the nutrition of your spirit and nourish your life.
What accumulation should primary schools have?
The first is the accumulation of poetry. I don't think it is a problem to recite two or three hundred poems in primary school. Starting with five-character quatrains, it gradually moves towards seven-character quatrains, regular poems and Song Ci. There are 300 poems, with an average of 50 poems a year for six years, 25 poems a semester, a little over a week, which does not increase the burden on students at all. Poetry recitation, to be familiar with, to understand the main idea, and finally to the degree of familiarity. Only when you have a thorough understanding can you never forget it. Of course, modern and contemporary excellent children's poems can also be put in, but we must choose excellent and recognized ones.
Secondly, the accumulation of Chinese classics. For example, Three Amethyst, Disciples' Rules, Qian Wen Zi, Li Weng Dui Yun, and Enlightenment of Rhyme, which are traditional American short sentences, should be recited by students. I am against rote learning. Students should be interested in reciting and recite on the basis of understanding. Telling stories and legends can attract students and students can recite them. They can arrange exhibition links and places so that students can enjoy the joy of success. Middle and senior students can also recite excerpts from The Analects of Confucius, Laozi, University, The Doctrine of the Mean and Mencius, and sow the seeds of traditional culture for students from an early age.
Step 3 pay attention to thinking
Confucius said, "Learning without thinking is useless, and thinking without learning is dangerous." Brecht said: "Thought is one of the greatest pleasures of mankind." People are great because of thinking, happy because of thinking and grow up because of thinking. However, throughout the current Chinese classroom, false questions, shallow thinking and no thinking abound. The important evaluation criteria of a good classroom are the length of effective thinking, the thickness of valuable thinking and the intensity of deep thinking.
How to increase effective thinking and deep thinking in classroom teaching to challenge students' intelligence?
First, let the students jump up and pick peaches. "Jump" means that students have to think, work hard, explore, collide and even suffer setbacks before they can arrive. It is necessary to prevent students from finding ready-made answers in books and from blurting them out without thinking. For example, in Li Bai's poem To Wang Lun, if you ask, "Where do you see the deep friendship between Wang Lun and Li Bai?" This is a shallow question. Students can answer without thinking: "Peach Blossom Pond is deeper than thousands of feet and not as good as Wang Lun." If you ask, "Why didn't Wang Lun see you off early or late, and wait until Li Bai got on the boat and left?" This is a very realistic problem and worth thinking about. Students must contact the relationship between the two and expand their imagination to make an answer.
Second, don't give students a unique answer. Chinese is different from mathematics, and the answer is often not unique. If we emphasize the unified standard answer, it will limit students' thinking and imprison them. China people's answers are not judged by "right" or "wrong", but by "good" and "bad". For example, use "monkey" as the upper link and ask students to answer its lower link. Students can answer "Tang Sanzang", "Hu Shizhi" or "Zu Chongzhi", all of which are correct answers. But in comparison, Zu Chongzhi is more neat and appropriate, so it is better. If we open students' minds and let each student tell a unique answer, the sparks of students' innovative thinking will shine.
Step 3 pay attention to your expression
Giving a speech three minutes before class, holding a short story meeting, allowing students to express their opinions loudly in groups and classes, and choosing class speakers are all effective measures to cultivate students' oral expression ability.
Chinese teachers should pay more attention to written expression ability. There are many ways and methods to cultivate students' written expression ability, and the most effective and operable method for front-line teachers is the combination of reading and writing. For example, learning "Sleeping in the Ancient Temple in Li Shizhen" allows students to imitate the text and write a description of the environment. Learning Spring Festival couplets can help students taste words and refine sentences in the Chinese practice of couplets. After studying Master Maupassant, let the students observe the clothes, facial expressions and gait of three people passing by on the road, and practice the detailed description. Practice one lesson at a time and choose the right combination of reading and writing. When students learn a lesson and practice a lesson, they will surely step into the hall of written expression and acquire the true meaning of expression.
Fourth, suggestions on improving classroom teaching and enhancing the core literacy of Chinese.
1. Start high. The starting point is the starting point of teaching and learning. Students are not a blank sheet of paper, they already have a certain cognitive foundation and life experience. Especially in today's network society, students have diversified ways to acquire information and knowledge, and they may not know less than teachers. If the teacher still teaches from scratch, it will certainly dampen students' cognitive dignity and enthusiasm for learning, and make students feel that Chinese is too "naive" and has no fun in learning challenges. How to "start higher"? Our experience is to study first and let students study before class. Teachers design a "learning list" in advance, so that students can fully study before class, and the starting point of classroom teaching will naturally improve. Students really come into the classroom with questions, ideas and feelings, and have an equal dialogue with teachers in the classroom.
2. More capacity. More than 95% of the selected Chinese texts in primary schools are written in vernacular Chinese, which is characterized by being clear and easy to understand without "chewing slowly". However, in the traditional Chinese class, a text often takes two to three hours to teach, with little delay and low cost. In fact, our predecessor, the famous special-grade teacher Huo Maozheng, has long explored an efficient way of Chinese teaching: others learn more than 20 texts a semester, and she teaches 95 texts a semester. Facts have proved that this experience is effective and completely possible! How to increase capacity? There are two methods: one is subject reading. Focusing on a theme, highlighting the understanding of the theme with a number of articles; The second is reading with style. Focusing on a certain style, highlighting the stylistic characteristics with a number of articles; The third is writing and reading. Pay attention to writing skills, teach a number of articles, and highlight writing methods.
3. It's a little more difficult. Teaching is difficult, which is a very important teaching principle. However, our Chinese discipline often ignores this principle, so it doesn't matter much if students don't attend Chinese classes for a month or even a semester. A good class must have a tense intellectual life, which is in line with the laws of brain science. The brain is characterized by "liking the new and hating the old" and liking challenges. New knowledge is naturally attractive and attractive to the brain. When new knowledge is challenging and exciting, the brain is excited, brain cells are activated and thinking is developed. Of course, the difficulty is relative. What most students can solve through thinking, collision, communication and teacher's inspiration and guidance is the appropriate difficulty, that is, the difficulty of children. Therefore, it is very important for teachers to choose appropriate texts and design thoughtful questions in preparing lessons, which can fully reflect teachers' teaching literacy and teaching art.
4. Broader horizons. Broader horizons mean that teachers should broaden the horizons of curriculum content. Mr. Lv Shuxiang said: "Law is learned in the classroom and benefits from extracurricular activities." Chinese teachers should not only pay attention to textbook texts, but also pay attention to extracurricular texts; We should not only attach importance to Tang poetry and Song poetry, but also attach importance to Chinese classics. We should attach importance to both ancient myths and modern picture books; We should not only pay attention to China's fairy tales, but also pay attention to the world children's literature ... The extension of Chinese is as wide as that of life. Teachers' curriculum vision affects students' ideological vision, and our Chinese curriculum should be open in all directions.
5. Teaching is more interesting. Whether teaching is interesting or not is directly related to students' emotional attitude towards Chinese subject. I made a survey to find out what kind of teaching students welcome most. The most popular teaching for students is humorous, interesting and vivid. I once said: "The highest level of Chinese teaching is fun." Fun is to raise teaching to the realm of art, free will and happy learning. Mr. Liang Qichao said in the article "The Interest of Learning": "I am a person who advocates interest. If we divide Liang Qichao by chemistry and extract an element called "interest" from it, I am afraid there will be only zero left. " Making knowledge interesting, classroom interesting, teaching interesting and Chinese interesting should be the realm that our Chinese teachers pursue all their lives.