How to give a good Chinese class is a question that I have been thinking deeply about, and it is also a goal that I continue to explore and pursue. I once listened to a teacher's open class. She inadvertently revealed her free and easy and open-mindedness, her profound knowledge and wisdom, her calmness and magnanimity. Her every look, every movement, every word, every movement and silence were all deeply attracted to me. Every student and the teacher listening in the audience. I think: This kind of class is a good class, and this kind of teacher is a good teacher that students will never forget. So what exactly? 1. Pay attention to daily self-cultivation of knowledge. Literary works are the art of language and the essence of using language. Learning language through literary works is an important way to learn language. Therefore, a large number of literary works are selected and compiled in Chinese textbooks. While imparting Chinese knowledge and cultivating Chinese abilities to students through these literary works, it also cultivates students' certain literary qualities. This requires Chinese teachers to have knowledge of Chinese and foreign literary history, literary theory, literary creation, literary criticism, etc. If teachers have high literary literacy and profound literary knowledge, Chinese classes will be lively and lively, and students' ability to appreciate literary works will quickly improve. On the contrary, if teachers have low literary literacy and shallow literary knowledge, it will be difficult for students to receive beneficial influence and proper education. A good class is not determined by the teaching skills, but by the knowledge, thoughts, and realm of the teacher. The deeper your understanding of the text is, the deeper your exploration of the language will be. The ability to understand the text directly depends on the teacher's literary accomplishment. Without profound literary accomplishment, extraordinary understanding, and "thick accumulation" of reading a wide range of books, it is impossible to teach exquisite Chinese classes. Therefore, every Chinese teacher should be well-read, dabble in various fields, read literary works by literary masters, read children's literature, read ancient literary classics, and read educational classics. In this way, we can fundamentally emancipate our minds, enrich ourselves, and teach Chinese well. Secondly, you must have rich professional knowledge of Chinese language, that is, knowledge of language application. The ultimate goal of Chinese teaching is to cultivate students' listening, speaking, reading and writing abilities, that is, the ability to understand and use the motherland's language and characters. This requires Chinese teachers to understand the rules of language occurrence, linguistic theories, and modern Chinese listening, speaking, reading and writing. Knowledge, logic knowledge, etc. have a relatively in-depth understanding, so as to meet the needs of teaching. Teachers must also continue to learn and expand their knowledge in line with the needs of the times and the updating of teaching materials. Only in this way can they have deeper and broader knowledge than Chinese teaching materials and better understand every part of the teaching materials. Only in this way can we be condescending, handle the teaching materials correctly, explain the profound things in simple terms, and explain the principles in an easy-to-understand manner. Only in this way can we gradually cultivate students' abilities, open up students' creative thinking, and truly provide a good Chinese class. 2. Study the teaching materials thoroughly before class, prepare lessons carefully, and determine learning goals. Different teachers, influenced by different educational ideas, have completely different understandings and understandings of teaching materials, and their control and use of teaching materials are even more different. The curriculum reform concept advocates "teaching with textbooks". "Textbooks provide basic clues for students' learning activities and are important resources for achieving course goals and implementing teaching." Therefore, I believe that textbooks are the carrier and foundation of teaching, and studying the textbooks is the basis for lesson preparation. Only by understanding the new teaching materials, understanding the new teaching materials, and studying the new teaching materials can we implement the "Curriculum Standards". Our existing teaching materials are the most fundamental and important resource for students' learning, and they are also the "bridge" for teacher-student dialogue and student-centered dialogue. Making full use of teaching materials and carrying out creative teaching are the basic propositions of the new curriculum. We say that teachers are curriculum developers. Based on the concept of curriculum standards, we must interpret teaching materials from the instrumental and humanistic aspects of Chinese language. The instrumental nature includes basic knowledge and basic skills of Chinese language, namely: characters, words, sentences, paragraphs, and articles. and listening, speaking, reading, and writing; humanistic nature is from the perspective of Chinese language, that is, the emotional attitudes, values, life perceptions, and meaning of life that are infiltrated in the textbooks. Textbooks are important course resources. They are arranged according to the logical points of knowledge. They have a large carrying capacity and contain many knowledge points that we need to dig out and study. When studying the teaching materials, we must master the "four points", that is, grasp the "characteristics", grasp the "key points", identify the "difficulties", and analyze the "doubts". "Characteristics" refers to the characteristics and style of each article itself, including style, structure, language characteristics, etc.; "key points" refer to the parts of the textbook that play a major role in students' learning and understanding; "difficulties" refer to the parts that are difficult for students to learn and understand. Parts that are difficult to understand or master; "doubts" refer to questions and ambiguities that may arise if students only understand the text from the surface and delve deeper into it after reading. Only in this way can we have clear teaching ideas. With the teaching ideas, it is necessary to determine the correct three-dimensional learning goals. Knowledge and skills, processes and methods, emotional attitudes and values ??are the basic provisions of the country’s quality indicators for basic education. They are the three functional basic requirements put forward by the new curriculum to describe changes in students’ learning behaviors and their results, referred to as “three-dimensional goals”. ". The goal of the knowledge and skills dimension is based on allowing students to learn; the goal of the process and method dimension is based on allowing students to learn; the goal of emotion, attitude, and value difficulty is based on making students happy to learn. Suhomlinsky once pointed out brilliantly: “Only when knowledge turns into personal beliefs and becomes a person’s spiritual wealth, thus affecting the ideological direction of his life, labor, social enthusiasm and interest, the acquisition process of knowledge and knowledge The deepening process can become the element of intellectual education.
The formation of worldview is the core of intellectual education. "The new curriculum standards advocate the emotional experience, attitude formation, and value expression of teaching and learning. It is a deep development of teaching goals based on knowledge and abilities, process and method goals. Modern teaching theory believes that teaching activities are based on knowledge. The two main lines of education and emotion interact and are restricted by each other. Knowledge is often better received by students through the medium of emotion. Therefore, only focusing on the explanation of knowledge and ignoring the teaching of emotional communication is like a person using only one leg. Walking, it is difficult for such teaching to achieve ideal results. Any teaching that separates the three-dimensional goals of knowledge and skills, processes and methods, emotional attitudes and values ??cannot promote the healthy development of students.