Chinese curriculum standards also emphasize this point: Chinese curriculum should also pay attention to improving students' moral cultivation and aesthetic taste, so that they can gradually form a good personality and a sound personality, and promote the harmonious development of morality, intelligence, physique and beauty.
Since Chinese undertakes the task of cultivating people with good personality and sound personality, personalized classroom teaching should be the first choice for Chinese teachers. Without personalized Chinese classroom teaching, there is no personalization of students' growth.
Personalized Chinese classroom teaching combines original teaching methods, teaching ideas and unique teaching means to form a teaching style that conforms to the reality of teachers' personality, thus producing the greatest effect on students' personality education in teaching. The author believes that the individualization of Chinese classroom teaching requires Chinese educators to do the following:
First of all, teachers have the ability to screen and reorganize the teaching content, expand the space of Chinese teaching and cultivate students' Chinese literacy.
Undoubtedly, the model essays selected in Chinese textbooks are "exemplary, with beautiful literary quality, rich cultural connotation and flavor of the times, rich in themes, genres and styles, and suitable for students to learn". However, according to the specific classroom teaching atmosphere and teaching objects, teachers should be able to break through the limitations of text selection and textbook writing, reasonably and pertinently select the teaching content of class hours and reorganize it. So as to open the boundaries between in-class and out-of-class, between subjects and subjects, between works and life, and open the channel of writing and reading at any time, and finally achieve the goal required by the curriculum standards: "Chinese curriculum should be rooted in reality, face the world and face the future. It is necessary to broaden the fields of Chinese learning and application, pay attention to interdisciplinary learning and the application of modern scientific and technological means, so that students can broaden their horizons in the intersection, infiltration and integration of different contents and methods, improve their learning efficiency, and initially acquire the Chinese practical ability needed by modern society. "
The theme of the first unit of eighth grade Chinese in Jiangsu Education Edition is: Song of the Long March. According to the requirements of conventional teaching, it is a general choice for teachers to briefly introduce the historical background of the Long March. The author abandoned the convention and changed the Chinese class to history class. In the first class, students are required to open the eighth grade history textbook, and to study the Long March part of the history textbook carefully, and summarize the reasons, processes, major battles and historical events of the Long March. Some people may think that this method deviates a little from the teaching goal, but for this unit, it will be better to focus on learning by introducing the relevant historical background piecemeal in each class. History textbooks and Chinese textbooks are different, but they have different perspectives on the same subject. It is undoubtedly a useful supplement for students to understand this important historical event objectively and systematically through self-study of history textbooks.
Chinese is a basic subject, and Chinese literacy is the basis for students to learn other courses well, but the formation of Chinese literacy cannot be separated from the support of other disciplines. Therefore, interdisciplinary selection and organization of Chinese learning content is also an important part of personalized classroom teaching ability.
Teaching the dead sea is inseparable from buoyancy in physics textbooks and salinity in chemistry textbooks. Learning why flowers are so red is inseparable from biological knowledge; China's overall planning method is the language and culture of mathematical knowledge. Even learning ancient poetry requires Chinese teachers to guide students to understand relevant subject knowledge at any time. For example, learning Bai Juyi's Peach Blossom in Dalin Temple requires students to know the influence of temperature change caused by height difference on plant growth. Students are not allowed to master relevant geographical knowledge, but memorize the poem by rote. As a result, they can only ask helpless questions like the great poet Bai Juyi.
We can't choose and organize teaching content flexibly according to teaching needs, but should be based on the requirements of teaching reference books, which is far from personalized teaching, let alone cultivating students with personality.
Secondly, personalized Chinese teaching also requires Chinese teachers to cultivate students' habit and ability to learn literary works in a diversified way on the basis of comprehensively grasping the teaching content.
Return the learning experience to students, make the spark of thinking closely linked with the accumulation of life, and help students learn to build their own thinking space. As the curriculum standard emphasizes: "the rich humanistic connotation of Chinese curriculum has a profound impact on people's spiritual field, and students' reactions to Chinese materials are often diverse." "
Excellent literary works always bear the trace and brand of the times. Today, the biggest problem for students to learn these works is how to make them realize the thoughts and feelings contained in literary works, and finally form their own correct standards of understanding problems in combination with practical problems in real life. This first requires teachers to have enough knowledge and cognitive discrimination. If a Chinese teacher just follows the research results provided by others, has no thoughts of his own in the teaching process, and can't even give proper explanations to the questions raised by students, then the teacher will eventually become a "megaphone" and the students will be trained into a complete "container" by such a teacher. Individualization is impossible for students and classroom teaching. Not to mention "respecting students' unique experience in the learning process".
Mo Bosang's representative work My Uncle Yule was selected as the middle school Chinese textbook. The editors and authors of teaching materials mainly want to let students know the recognized theme: the money relationship between people in capitalist society. While guiding students to appreciate the literary image of the Phillips couple who are mercenary and deny money, the author, combined with real life, sends the following questions about the image of the mother to the students: Is this really a hateful mother? The author asks students to discuss with their own lives and then express their views. The answer is not surprising, not many people think this mother is hateful. Combined with the discussion of the students, the author finally made the following summary: who will buy discounted goods with money, and which mother doesn't want her children to dress more beautifully and eat better? However, this is a mother without money. Faced with poverty, life always goes on. As the organizer of family life, no mother will spend money lavishly. So the author asked the students to enjoy the following plot and dialogue again: "My mother hesitated because of that little expense, but my sisters accepted it at once." My mother said in a deliberately difficult tone, "I'm afraid I have a stomachache." Please only invite the children to dinner, but don't eat too much, or you will make them sick. "Then she turned to me and said," As for Yue Se, he doesn't need to eat; Boys, we should not spoil them. "Let the students feel the helplessness and sadness of a mother in the face of poverty. Finally, everyone agrees that it is not the mother who is to blame, but the cannibal society.
It should be said that through the above discussion, the theme of the article is more clear, but the greater gain is that students can correctly understand the hardships and frugality of their parents in life and know that life is not easy.
Perhaps the teacher is suspected of deviating from the theme of the article, but we need to cultivate students who are flesh and blood and full of emotions. Let students know that it is not easy to be a mother, cherish today's happy life and love their mother.
We don't advocate that every Chinese teacher is deviant, but personalized Chinese learning can't be separated from a Chinese teacher with his own personality thinking. After all, Chinese is the condensation of life. In the face of colorful life, there is no reason for us to let Chinese classes appear in black and white in front of students. Actively cultivate students' analytical and critical abilities, dare to express different opinions, and develop independent personality and innovative ability, which should be the pursuit goal of personalized Chinese teaching.
Thirdly, personalized Chinese teaching also requires teachers to be novel, ingenious and eclectic when designing teaching ideas.
Don't stick to the teaching staff, don't be bound by famous sayings, use your own personality to interpret the personality of the work, and you can use your own personality to organize teaching and recreate classroom teaching. If how teachers develop students' personality is the "breakthrough" of teaching ideas. The key to this breakthrough is undoubtedly problem design. Concise problem design can not only make the teaching content clear at a glance, but also make students' learning ideas suddenly clear, which can greatly mobilize students' learning enthusiasm.
When studying "The Last Lesson" by Dude, on the basis of asking students to study the text carefully, the author designed several coherent questions as the discussion questions in the first lesson: What happened to the last lesson? Is the semester over? What makes this lesson the last one? What's the difference in peacetime? What did the teacher teach last class? What did the author write besides introducing the teacher's teaching content? The answers to the above questions can be found in the text. A few simple questions let students master most of the long texts at once. And basically clarified the writing ideas of the article.
When I was studying "The Town of Lutiha Boxing in Kansai", I also designed the following questions in the first class: Who did it with whom? What's the reason for calling? Where did you take a taxi? What did the attacker do before the fight? What was the result of the fight? How does the text describe the feeling of the person who was beaten? No need to divide. A few simple and interesting questions are enough to open students' minds, their interest in learning is mobilized at once, and they get more opportunities to express their views.
For the seemingly boring study of ancient poetry, if we can change the teaching methods, we can also receive unexpected teaching results.
Known as one of the two treasures of Yuefu, Mulan Poetry, a folk song of the Northern Dynasties, has always been a difficult point for students to learn. According to the specific situation of the students in the class, on the basis of asking the students to finish the recitation task seriously and combining the knowledge of the just-concluded news unit, the author made the following arrangements: 1. According to the understanding of poetry, the students were asked to adapt this article into an instant message reporting Mulan's return to her hometown. News needs two headlines, the leading headline: "Mulan laughs, parents are happy, partners are surprised", and the main headline: "The heroine Mulan triumphs, and the neighbors congratulate", and then communicate in groups. On the basis of group communication, the teacher emphasized the understanding of the original keywords. Then the teacher asked the students to finish the following homework: change the text into a communication entitled Mulan, a war hero; A special story, entitled "Mulan in Battle", and finally a historical novel with the deskmate as the unit, entitled "Mulan as a whole".
An ancient poem that can only be explained word by word, through flexible question design, allows students to master it all in deep-seated interest according to what they have learned. Moreover, it has trained students' reading, writing, oral communication and thinking ability, and really achieved the teaching effect of killing two birds with one stone.
Finally, personalized Chinese classroom teaching is inseparable from the choice and use of personalized language.
Chinese is the most important communication tool, and language learning naturally becomes the main content of Chinese class. The most important task of Chinese classroom teaching is to guide students to feel and understand the language characteristics of works, cultivate a sense of language, and form their own unique thinking methods and language expressions and habits.
Teaching students to learn Putonghua is an important duty of Chinese teachers. However, according to the requirements of teaching content, it is the basic skill of Chinese teachers to choose appropriate language expressions. Combination of spoken and written language; Mandarin with dialects as annotations; Collocation of words in vernacular and classical Chinese; The interaction between multimedia presentation and situational language; Even the mother tongue and loanwords perform together, which are essential elements of personalized Chinese classroom teaching language. Only by mobilizing all available language expressions can the Chinese classroom truly become a classroom for language learning, and China people can truly find the blood of "Yu". Chinese classroom teaching without paying attention to language training should be regarded as "heresy" in Chinese teaching. Whether students can feel the richness of national language, the variety of language expression and the diversity of language use should be one of the best criteria for personalized Chinese classroom teaching evaluation. A Chinese teacher's mouth should be the best multimedia to carry with you!
"Give full play to your intelligence, take the camera as the guide, realize vividly and develop your personality". The personality of Chinese teaching comes from the personality of teachers. The stronger the teacher's personality consciousness, the stronger the teaching innovation consciousness, and the more creatively he can apply it to the art of Chinese teaching. Independent and intelligent teachers' personality is the premise of implementing personalized Chinese teaching.
If we want to cultivate a "person" with distinct personality, then we should call for personalized Chinese teaching.