Author: Zhang Li |ziysxx@ 163.com reposted from: original hits on this site: 2346.
"Chinese Curriculum Standard" clearly puts forward that "the new curriculum standard should comprehensively improve students' Chinese literacy"; Pay attention to cultivating students' Chinese practical ability "; Actively advocate independent, cooperative and research learning methods. New curriculum standards and new teaching concepts should be reflected in the main position of classroom teaching. This requires the construction of new classrooms under the new curriculum standards.
First, the focus of teaching should be shifted.
The focus of teaching should be changed from teacher-centered to student-centered, so that students can become the main body of learning and development. Dewey, a famous American educator, said: "The change that our education will cause now is the shift of focus. This is a revolution, a revolution, a revolution of Copernicus from the center of the earth to the center of the sun in astronomy. Here, children become the sun, and educational measures should be organized around them. " Therefore, to realize the shift of teaching focus, it is necessary to "stimulate students' interest in learning, pay attention to cultivating students' autonomous awareness and habits, create a good autonomous learning situation for students, respect students' individual differences, and encourage students to choose their own learning methods". The above provisions involve learning interest, self-awareness, learning habits, learning situations, learning methods, etc., all of which belong to students' consciousness and behavior.
At present, there is a lot of talk about "student subject", but most of them stay at the theoretical level of "discussion without action" and lack the operational level of "action must have results". If this is all, it is actually the virtualization and abstraction of "subject". In teaching activities, students are real and concrete people, who have a rich spiritual life and contain the potential of life. Teachers should get to know students better, try to get closer to themselves and make students feel close; Close the distance with the teaching materials and make the teaching materials feel cordial; Close the distance with the thoughts and feelings expressed in the textbook and make it * * * vibrate * * *. However, the common Chinese teaching is to make it concrete and rational in a hurry, and to turn rich and colorful life experiences into "specialized knowledge expressed by symbols". This is exactly what Dewey firmly opposes "isolating students' knowledge from life as a direct pursuit event." "Therefore, Chinese teaching must pay attention to students' life experience and solve the contradiction between the diversity and concreteness of students' lives and the abstraction and generality of teaching materials through students' own lives.
Chinese teaching is to advocate students to gain unique feelings, experiences and understanding through their own inquiry. Teachers should readjust their roles and behaviors, so that they can become the guide and promoter of students' development, not only the possessor and interpreter of knowledge, but also the indifferent and chattering "preacher" in the sacred temple. We should really squat down and look at the students and make friends with them with a normal heart. Teaching is a happy life for teachers and students, and classroom is the life world for teachers and students. At present, under the guidance of new ideas, it is necessary to rebuild a new teacher-student relationship and a new teaching life.
Second, Chinese teaching should change teaching strategies. The so-called strategy is the general name of methods, means and approaches adopted to achieve teaching objectives under the guidance of teaching concepts. Because Chinese teaching is comprehensive, it is necessary to study the Chinese teaching strategy system suitable for textbooks and students' reality. At present, there are many researches on individual teaching methods. It should be said that these studies have their own characteristics. Some are based on specific theories (including China's traditional teaching theory and theories imported from the former Soviet Union and the West) to modernize the tradition and localize it abroad through empirical research; Some are based on the successful experience of local schools with individuality, which are refined, processed and popularized to make individuality and experience rational and systematic. Although some teaching methods still lack theoretical elements and even have "experience color", it is easy to see the effect because they are original and have a natural affinity. There are also some experimental research on teaching methods, which have their own successful experience, pay attention to inheriting tradition and drawing lessons from foreign research results, and finally form their own characteristics. These Chinese teaching reform experiments should be fully affirmed and positively evaluated.
At present, the focus of teaching strategy research is to systematize scattered case studies and integrate individual teaching experimental research into a large system. It can be said that the most effective teaching method is a clever combination of various methods aimed at the characteristics of teaching materials and students' reality. How to combine, which comes first, which is more and which is less, and how to reflect teachers' teaching skills and teaching art, so the Curriculum Standard emphasizes "flexible use of various teaching strategies"
(1) Chinese teaching should dilute teachers' words and strengthen students' awareness of autonomous learning. The teacher's speech is mainly guidance, and the method of guidance is mainly counseling. Teachers should be good at "making the finishing point" and "pointing out the maze" in the key points, connection points, transitional connection points and wonderful expressions of the text, so that students can draw inferences. Students' autonomous learning mainly refers to changing the past learning of mastering conclusions into inquiry learning, reflective learning and research learning. Students should be allowed to try their mistakes. If you succeed without setbacks, you will not experience the happiness of success. Students should also be allowed to discuss complementarity in cooperation on the premise of autonomy and participate in the process of acquiring knowledge independently. Inquiry learning allows students to choose different perspectives, adopt different methods and draw different conclusions. Because each student's experience background, hobbies and temperament are different, it is necessary to advocate the diversification of conclusions.
It is allowed to leave a conclusion temporarily, extend the questions outside the classroom, and let students seek answers by consulting materials, investigating and visiting. For example, when I talk about the poem Autumn (warm music), I don't analyze it piecemeal, but let students explore and summarize the "leap", "image" and "meaning" of the poem according to their previous experience in teaching poetry. Learn this poem in the form of discussion, communication and short comments, and learn to write a small poem by yourself. This attempt stirred up a thousand waves with one stone, and the students wrote poems in every weekly diary. And excerpted many small poems. Interest in learning Chinese has greatly increased.
Ask questions for students instead of teachers. Advocate teachers to ask less and students to ask more. Not all teachers are opposed to asking questions, but to trivial questions that have no thinking value, to questions that can't stimulate students' imagination and thinking ability, and to questions that are so simple that there is no room for aftertaste. How to treat "reading with questions"? This formulation is beyond reproach. Because in the old adage, following doubt is the essence of reading, with little doubt and little progress, and great doubt and great progress. Do you want the students to read every paragraph with the questions raised by the teacher? If the text is clear, students will understand it as soon as they read it. Is it necessary to ask questions? If this text has a lot of imagination and thinking space, students can freely develop and extend it through reading, thinking and discussion. Why should teachers use a question to frame students and limit their thinking activities? If this text is really difficult to understand and students don't know where to start, it is ok for the teacher to ask a thoughtful question on the "point" of the text so that students can find the answer in reading. For example, reading the article "Fox Hunting" can grasp two points. First, how the feelings of the characters in the story of Fox Hunting are reflected-"letting the fox go"; First, the overall impression of the full text after income-"Why" Grasping these two points, I basically have a clearer understanding of this text and understand the key points and difficulties of learning. Both the giver and the receiver are goals.
(2) Chinese teaching should let students learn to feel, experience, understand and ponder. Emphasis should be placed on the training of perception and language sense. "Good reading, not asking for a solution." Students only need to understand the meaning in a certain context through context, not seeking accuracy, but seeking clarity.
Emphasize reading, especially self-reading and free reading. At present, there are too many simultaneous readings in Chinese class, which are uniform and warm, which can arouse students' emotions and reduce boredom in class. It is not convenient for teachers to understand students' reading ability and find possible problems in reading. Over time, there may also be a "Mr. Nanguo" who "makes up the number". Therefore, "simultaneous reading" should be timely and moderate, not unnecessary, but should not be used more.
Emphasis on accumulation, including in-class accumulation and extracurricular accumulation. For Chinese teaching, it is mainly the accumulation of language, which requires reading beautiful words, wonderful sentences, ancient poems and wonderful fragments into recitation and internalizing them into your own language. Chinese learning is not to learn the laws of language before speaking and writing, but to understand the laws and rules of language through contact with a large number of typical language phenomena. Therefore, in a sense, Chinese learning is "drawing inferences from others". "Chinese Curriculum Standard" clearly points out: "Master the law of using language in a large number of language practices".
(3) In Chinese teaching, teachers should guide students to learn and know laws in the practice of understanding and using language. Methods are often the intermediary between knowledge and ability. When students master certain methods, they create conditions for autonomous learning. Chinese curriculum standards require that literacy teaching should pay attention to teaching literacy methods, and reading teaching requires students to learn to read aloud and silently. Learn to skim and understand the main idea of the article. Being able to "connect the context with one's own accumulation, infer the meaning of related words and expressions in the text, and appreciate their expression effect", "try to figure out the expression order of the article, understand the author's thoughts and feelings, and initially understand the basic expression methods of the article". Conditional schools also require "using information channels such as libraries and the Internet to try to carry out inquiry reading". Composition teaching should focus on cultivating the ability of observation, thinking, expression and evaluation, so that students can learn the methods of observation, conception, expression and self-modification in practice. Among them, the concept of "performance" appeared for the first time, which is quite meaningful. "Performance" is a writing method that students combine subjective will with objective things to reflect their individual psychology when observing objective things, and it is also a personalized behavior of practice questions. It is correct to emphasize "writing truth" in composition teaching, but under the premise of writing truth, students should be guided to express themselves well, which is different from others' subjective feelings and experiences. Students' personalized composition is a unique reflection of students' personality psychology, and this uniqueness often flashes the spark of innovation.
This Chinese Curriculum Standard no longer emphasizes that every class should be segmented, generalized and summarized. Because each text has different requirements, different status in the unit, different themes, genres and expressions, the analysis of classroom teaching structure should advocate diversification, personalization and coexistence of multiple styles. Cultivate students' overall grasping ability.
In some classes, the teaching structure can be designed from the students' actual situation and the paragraphs that students are interested in (such as the section "Back to Wood Carving" in "Wood Carving of Antelope"). But be careful not to split the text and disturb the author's expression ideas. Sometimes, due to lack of preview, students can't tell why they are interested in which paragraph and just respond casually. Teachers should distinguish truth from falsehood and make correct judgments.
Some courses, such as "Two Monks with Books and Pens", focus on students' independent reading, supplemented by cooperative learning. In reading, when you encounter difficulties, use reference books to solve them yourself; What really can't be solved is pointed out by the teacher. Reading is a process, and students perceive it in reading. Understand in reading, accumulate in reading, form a sense of language in reading, and learn to read in reading. In the process of reading, teachers are guided by the camera, or revise their goals, or make demands, or correct mistakes, or motivate them, or sort out and summarize them. In the process of reading, students' reading comprehension and teachers' reading guidance should be natural and harmonious, which cannot replace students' thinking and disturb students' thinking.
Some classes focus on cooperative learning, first grouping, then communicating, and then extracting the length of each group. Teachers and students summarize the main contents of the text, the key points of the text, and the author's expression order and basic expression methods.
Some classes can directly cut into the key points of the text, from point to surface, from part to whole. By studying key paragraphs, guide students to learn other paragraphs by themselves.
Different teaching contents, teaching objectives and students' actual needs determine the diversification of classroom teaching structure. We should advocate eclecticism and originality, and encourage teachers to try and innovate boldly.
In short, all classes should emphasize autonomous learning suitable for students' actual level, and change the method of analyzing the text word by word and paragraph by paragraph, focusing on intensive reading, rather than focusing on skimming and browsing. Change the tedious analysis, piecemeal anatomy and the practice of summarizing each class in sections to cultivate students' overall grasp ability. Let the students clear their minds, understand the main contents, appreciate and scrutinize the specific meanings of keywords in the language environment on the basis of reading through. Guide students to "try to figure out the expression order of the article, understand the author's thoughts and feelings, and initially understand the basic expression methods of the article."
After the introduction of the new teaching plan, Chinese subjects have decreased from about 30% of the total class hours to 20%-22% of the total class hours, with fewer class hours and more reading. There are generally 35 texts (including intensive reading and skimming) in middle and senior grades, so it is necessary to learn one text in one class. Make full use of the method of learning a lot and implement the ability transfer. Teachers should thoroughly understand the key points and difficulties of the textbook, do not cover all aspects, do not exert force evenly, and do not require profound and thorough explanation. We should change the slow-paced and inefficient teaching, emphasize the improvement of teaching efficiency, and require 45 minutes of quality. Therefore, the teacher's teaching language is refined, and he doesn't speak "correct nonsense" or less. Teachers don't repeat what others say, and students don't repeat what others say. Every teaching link should be rigorous and orderly, don't waste time on some small problems, and don't affect the teaching process for a student's irrelevant problem.
Reflections on Chinese teaching under the new curriculum standard
The introduction of "Chinese Curriculum Standards" has undoubtedly injected new vitality into the rigid Chinese teaching, and teachers and students who have been circling around "examination" for many years can't help but rejoice. On this platform based on human nature, development and quality improvement, they can freely create and display their talents, so that more teachers and students can get out of the cage of exam-oriented education and become "free" people. However, is there a lively vanity and a bustling falsehood behind the prosperity? Let me talk about my humble opinion.
Innovative education, quality education and the current new curriculum reform are undoubtedly aimed at improving students' quality in an all-round way, tapping their potential and making them creative talents to meet the needs of the times and society. Therefore, the new curriculum standard is based on the development of human nature and focuses on cultivating people's ability, so that students can learn to learn in life and learn to survive in learning. The image of professional teachers who preach, teach and dispel doubts has not adapted to the needs of modern education. Teachers should put down the shelf of teachers' dignity and participate in classroom teaching with students to interpret and analyze texts. Teachers are the dispatcher of classroom teaching, the innovator of teaching materials and the guide of teaching, not the leader of teaching. In the past, teachers dominated the classroom, and centralized education has become history. The initiative should be given to them completely. Give students the freedom to learn and let them fly freely and gallop freely in the paradise of Chinese. Teachers are just macro-controllers and friends of students. They interpret the text with students in class, discuss and communicate with each other, and invisibly pass on their own methods and thinking to students, so as to achieve teaching objectives and improve Chinese literacy in the process of learning together.
A "standard without standard"
The "reading standard" in "Chinese Curriculum Standard" points out that "reading teaching is a process of equal dialogue among students, teachers and texts". Since there is dialogue, there is a big difference between dialogue. It really means "a thousand readers have a thousand Hamlets". When reading the same text, benevolent people are patient and wise people understand different things.
Whether it is the dispatcher of classroom teaching or the teacher's letting go, I think we should not only be able to let go in class, but also be able to collect it. Naturally, reading is a personalized behavior and a subjective experience of students. Teachers should not substitute their own analysis for students' reading exercises. They should cherish students' life experiences and feelings and pay attention to diverse understanding, but emphasize that diverse understanding should be well-founded, not groundless. Our teaching must make students' understanding rise to a certain level of development. Therefore, as a dispatcher, teachers should find the guiding line under the premise of multiple understanding, so as to improve students' understanding level.
Two "no tricks" and "with tricks"
All the martial arts masters are superb in martial arts and have their own unique skills. They believe in the concept of "winning without recruiting".
Under the background of the new curriculum reform, I feel that there is no better way to defeat the enemy than to have one. Chinese teaching "five links" and "target teaching" ... Chinese teachers may be familiar with it. These advanced teaching methods bring vitality to Chinese teaching and make the tree of Chinese take on a new look. However, under the background of the new curriculum reform, it is somewhat stretched. As we all know, Chinese teaching is aesthetic education, and its subject is unique.
This determines the flexibility and diversity of its teaching. If you are limited to several modes, you will undoubtedly bind your hands and feet and dance with shackles. Furthermore, "All roads lead to Rome" can be diversified as long as the goals are the same. In a relaxed environment, you teach brilliantly and students learn happily.
Discussion on correcting three compositions
Composition is the highlight of Chinese teaching, and the level of writing directly reflects a person's Chinese level. Therefore, composition teaching should not be lost in Chinese teaching. Under the background of the new curriculum standard, the "dialogue" composition correction method should be favored.
Composition is the display of students' life experience and sentiment, and it is the epitome of one's Chinese accomplishment. Reading this composition is especially important. Reading composition is undoubtedly a dialogue between teachers and students. Comments are the medium of communication between teachers and students. The teacher commented on the shortcomings in the students' articles, and the students revised their compositions according to the comments. In this way, on the one hand, students can learn from the teacher's revised suggestions, on the other hand, students can see their own shortcomings, and at the same time, they can realize spiritual communication. Why not do it?
Chinese teaching practice under the concept of new curriculum standard
Release date: 2005-11-16 Source: provided by netizens.
The new curriculum reform is related to the improvement of education quality, national quality and comprehensive national strength. Its basic ideas are "student-oriented development" and "practice-oriented", emphasizing ultimate concern. The first task is to change the tendency of imparting knowledge too much, emphasize the formation of a proactive learning attitude, master the necessary learning methods, understand certain basic knowledge, and form basic learning skills. And in the process of actively exploring and constructing knowledge, learn to cooperate, learn to survive, and learn to be a man. It pays more attention to human development than ever before.
, pay attention to publicity personality, reflect the humanistic care. This is not only a profound reflection and introspection on the lack of subjective consciousness in the traditional culture of the motherland for thousands of years, but also a call for the scientific spirit of the real world.
As a Chinese teacher, I conform to the trend of the times, earnestly study the concept of new curriculum standards, gradually change my concept, and establish a new outlook on students and teachers. In the practice of Chinese teaching, according to the requirements of the new curriculum, we should actively change the teaching methods and evaluation methods, and strive to realize the transformation of the roles of teachers and students in teaching activities: the role of teachers has changed from the traditional "preaching and giving lessons to dispel doubts" to the leader of students' learning, the awakening of students' potential, and the researcher of educational art, and is the "chief in equality"; The role of students has changed from a passive "container" to the subject of learning activities, and they are equal to teachers in personality.
Over the past year, under the guidance of the new curriculum standard concept, I have tried from the following aspects:
First, change the content of teaching design, adhere to the design of "teaching" and "learning", and build a democratic and open classroom.
Generally speaking, the teacher's lesson preparation has always been very detailed, not to mention the interlocking content. Even if students may have questions and possible answers, the teaching time used is reflected in the teaching plan. If you "teach" according to the teaching plan, it should be a perfect lesson. But "teaching is for not teaching", "teaching" is for "learning" and its purpose is for the development of students. If a class only has the behavior of "teaching" without the behavior of "learning", then students' "learning" is not true, and students' "development" is not true. Therefore, I insist on paying equal attention to the design of "teaching" and "learning" in teaching design, which includes both "teaching" and "learning". If the actual teaching time and links are not consistent with the design time and links, I will often give up my love very reluctantly and leave the wonderful things to the students, so that the "learning" link can be fully developed. For example, teaching "The Road Not Taken" took an extra 20 minutes, because the link of "learning" was brilliant. This textbook has three parts: reading, speaking and writing. Each section is interdependent, intersecting, alternating and connecting, and the content is fine and rigorous. When reading, students express their opinions one after another, such as repeated scrutiny of stress, rhythm and pause, and students' arguments about emotional experience, which gradually form two opposing tendencies, each holding its own word. In this case, it is impossible to finish "writing" again. I decided to change my plan and guide the students to hold a small debate contest. The two sides quoted classics and the atmosphere was unusually warm. Although it exceeded the original time and did not complete the "writing" link, it fully guaranteed the students' learning time and space, and indeed earned income. Why not?
Second, adopt the learning method of independent cooperation and inquiry, and constantly improve it in practice.
In Chinese classroom teaching, I gradually established a new relationship between teachers and students, gradually changed the previous passive learning style, and gradually established and formed a learning style of independent cooperation and inquiry.
1. In the autonomous learning stage, teach them to fish and give them actions to solve the problems of "how to do" and "what to do", including six steps: ① give a speech three minutes before class; (2) Put forward self-defined goals and clear intentions in combination with the overall goals and leaders of the unit; (3) blasphemy, correct pronunciation, and supplement the serial number of the natural paragraph; (4) independent answer, "I think the content of this article is
, the main idea is
"; ⑤ Read the text with reference to after-class exercises and try to find the answer; ⑥ Summarize the difficult problems in the autonomous learning stage and arrange them in the preview book. At this stage, the general principle is to think boldly, speak boldly and write boldly, to give students freedom of mind, to make the classroom really alive, and to let students fully display their learning gains and unique experiences.
2, cooperative exploration stage, set tasks, learn to communicate and cooperate.
How can we realize cooperative inquiry learning in class? I have tried two-person combination (deskmate), four-person combination (front row and back row) and random combination (setting scenes and improvising, such as performing a textbook play and reading aloud by different roles) to teach students to undertake different learning tasks, such as recorder, group leader and host. In group learning, students not only form the ability to communicate with others, but also learn to speak, listen, evaluate and ask questions, and form the ability to cooperate with others in communication.
Third, insist on facing all students and respect their emotional experience.
The new curriculum standard stipulates: "The Chinese curriculum in the nine-year compulsory education stage must be geared to all students." Generally speaking, it is the result of quality education and the improvement of the quality of the whole nation; In short, it is the teacher's morality and the expectation of the family.
In the past, in teaching, especially in teaching and research activities or competition classes, I often designed some difficult questions for outstanding students, such as reading by the best reader in the class, performing by the best performer, and drawing by the best painter ... In fact, only some students "walk-on" in class, and only a few students supported the whole class framework. Most students are silent and have no place in class. Over time, they lost interest in learning. Therefore, there is always a strange phenomenon. They were alive and kicking when they first entered school. After two or three years of school, children who speak freely dare not even raise their hands. "With the increase of grade, students' interest in learning Chinese decreases. "With this lesson, I try to give consideration to students at all levels, teaching at different levels and classification requirements. When designing lesson plans, we should pay attention to the different requirements and difficulties, so that students can participate and complete selectively, take care of students at different levels, and let each student carry out different learning activities according to his own different situation. And take different evaluation methods for students at different levels, especially for poor students, be good at capturing their bright spots, let them feel the trust and encouragement of teachers, and get psychological satisfaction, which provides students with the desire and possibility of "moving", makes students feel that I also want to participate, and I can complete it, which enhances self-confidence, thus retaining students' hearts and making them make the best use of everything.
In fact, if you go deep into every student, you will find that each of them has a rich inner world and different emotional experiences. Usually, when teachers' attention radiates beyond the underachievers, they will be divorced from teaching, such as talking small words, playing with paper balls, making faces, playing with rubber bands, reading aloud and answering strange questions ... but when they are often respected and tolerated, their potential will be awakened, which will sometimes surprise you. For example, when I teach "It's Good for the First Time", I first learn to experience the role in groups of four, and then the whole class will speak freely for the first time. I intend to invite students who are not good at ordinary times to talk about their first time. It turns out that their "first time" is richer, more exciting and more unforgettable.
From this, I realized that education in China should really be mass education rather than elite education. As a Chinese teacher, I must face all the students and respect their emotional experience. I expect my classroom to become an emotional paradise for all students, a fertile ground to stimulate their imagination and a garden of Eden in their hearts.
Fourth, persist in applying what you have learned, base yourself on the inside of the class, take a broad view outside the class, and actively develop curriculum resources.
"The unity of instrumentality and humanism is the basic feature of Chinese curriculum." The new curriculum standard begins with a clear meaning, emphasizing that Chinese learning should serve life, application and personality development. Generally speaking, classroom teaching, as the main position to embody the concept of the new curriculum standard, should teach students basic knowledge and skills, which has been mentioned before, so I won't repeat it here.
As for the auxiliary position that embodies the concept of the new curriculum standard-comprehensive practice is the link inside and outside the class, the embodiment of Chinese service life and the shortcut to improve students' comprehensive ability. Therefore, I try my best to make use of every opportunity, develop curriculum resources as much as possible, and guide students to pay attention to nature, society and life as much as possible, so as to enhance their awareness of learning and using Chinese. Over the past year, I have instructed students to collect information by using various teaching materials, teaching wall charts, reference books, other books, periodicals, movies, television, internet, libraries, museums, bulletin boards, billboards and so on. I have carried out the following activities: oral communication ("recommend me to you" and "growing pains"), lectures (one lecture every day, 3 minutes before class), debates (irregular), story meetings ("dating celebrities"), reading parties (there is a president and a vice president, each with his own duties), poetry reading, and tabloid competitions ("Ode to the Yellow River"
Although the above activities are not always wonderful and perfect, there are always problems of one kind or another, but at least let students get out of the ivory tower, participate in social life, learn and use Chinese flexibly, and understand that there are languages everywhere in life, which is the greatest benefit.
Fifth, insist on teaching reflection.
Teaching reflection, that is, reflective teaching, is particularly important for young teachers. In the process of reflection, the door of truth often opens. In teaching practice, on the basis of absorbing the successful experience of my colleagues, I focus on three aspects.
First of all, reflect on the most creative details of this lesson. As far as teachers are concerned, it refers to the unique understanding generated in the teaching process, the novel ways and means of organizing classroom teaching, and the hints or signals that can keep students excited. As far as students are concerned, it refers to the unique understanding, experience and comprehension of the text, the learning methods that can be used for reference and the unique perspective of collecting and screening materials.
Secondly, reflect on the most successful details of this lesson, such as novel and original introduction methods, unique scene settings, clear-thinking questions, outstanding thinking inspiration, unconventional blackboard writing, effective teaching design and so on.
Clever questions that are closely related to nature, vivid teaching AIDS, and signals that make students lose their way, such as teaching.