First, determine the theme, make plans, and conduct comprehensive learning.
To carry out comprehensive Chinese learning, students should first learn to determine the research theme and make a good implementation plan. The choice of theme should pay attention to the connection with real life and one's own interests. In fact, the theme, scheme, plan and concrete implementation of comprehensive Chinese learning are best completed by students themselves from beginning to end.
Senior students have certain autonomy, cooperation and inquiry ability. For example, in the comprehensive study of Roaming Chinese Character Kingdom, the first volume of the fifth grade, students are allowed to browse the reading materials provided by this group, and each group plans activities around a problem, such as collecting crossword puzzles, writing crossword puzzles, looking for ancient poems, two-part allegorical sayings, couplets, jokes, collecting information about the origin of Chinese characters, etc. After nearly a week of practical activities, different people have different opinions, and the students showed their labor income: some students found many famous writers' calligraphy works to show their interest in Chinese characters; Some students extract crossword puzzles, jokes, two-part allegorical sayings and homemade crossword puzzles; Others recorded the typos of the whole class for nearly a week by changing the typo book, calling on the students to eliminate typos; Some even find ancient prose to introduce the evolution of Chinese characters to everyone, and show them through handwritten newspapers, calligraphy, notebooks, guessing and pairing. Students feel in participation, and improve their communication, cooperation and inquiry ability through feeling.
Of course, in this process, the guidance of teachers is extremely important. Teachers should have a correct orientation for each comprehensive Chinese study, and actively guide students to determine research topics and make plans on this basis.
Second, display results and enrich learning.
Every time I go to the demonstration stage of comprehensive learning, it is always the most exciting moment for students. Thanks to careful planning, comprehensive study is being carried out in an orderly and lively way. Especially in the presentation stage, I not only "propositioned"-the learning achievements that each group must report, but also "selected topics"-each group chose colorful ways to present according to its own advantages. For example, in the comprehensive study of "Entering the Information World" in the second volume of the fifth grade, students debated how to use TV, Internet and other media correctly. The topic is "Are there many advantages or disadvantages for primary school students to chat online?" The argument between the pros and cons is fierce and well-founded. For another example, in the comprehensive study of Knocking on the Door of Poetry, the first volume of the sixth grade, the students' study group must make the following statements: participate in the summary activities of "poetry reading" and "bookmarking". Almost every group has made full preparations to share their learning achievements with teachers and classmates in the form of recitation, appreciation, introduction and evaluation. During the activity, students' oral Chinese communication ability, creativity and cooperative inquiry ability have been greatly improved, and * * * shared the happiness and success of the activity.
Students like this way of reporting, because they can show the characteristics of their group activities according to their own specialties, and they can also enjoy a big meal of comprehensive learning results, understand and absorb the learning results of other groups, broaden their horizons and enrich their understanding.
Third, integrate oral communication and practice into comprehensive study.
The cultivation of listening, speaking, reading and writing ability is the basic training requirement of Chinese teaching, and the process of comprehensive learning is the overall development process of listening, speaking, reading and writing ability. In the process of comprehensive learning, teachers can skillfully integrate listening, speaking, reading and writing into activities according to different teaching contents and tasks. For example, in the comprehensive study with the theme of "entering the information world", let students correctly use the obtained information for research and learn to write simple research reports. We have carried out the practical activities of "We and the Surrounding Environment". First of all, we guide students to discuss the significance, purpose and task of the activity around the content. Then guide the students to set up an investigation team, specify feasible schemes and clarify the investigation methods; Then each group conducts an investigation around a topic; Finally, the survey results are presented in the form of survey report, proposal, commendation letter and handwritten newspaper. During the activity, members of each group actively participated in the practice, found many problems and got a deeper understanding of our environment. They wrote "If I were the director of a chemical plant" to solve the problem of how to deal with the sewage discharged from a chemical plant; I wrote the article "Little Fish Says I'm Leaving", telling people to cherish water resources. In this activity, students not only thoroughly studied the survey methods, but also exercised their writing ability, improved their ability to collect and process information, and learned how to display the survey results in various ways. Students' comprehensive Chinese ability is improved in comprehensive study.
Also, in the comprehensive study of Knocking on the Door of Poetry, children have already had the enthusiasm and impulse to write poetry in the practice of picking up shells from the ocean of poetry, and they also want to try it themselves. In order to satisfy children's desires, first of all, lead students to enjoy several reading materials, such as To Mice and Dad's Snoring. Children are particularly interested in these two children's poems, and teachers can also prepare some interesting poems, such as? Clouds, winds, raindrops, Fu Tianlin's I am a Man, Milne's The Wind on the Mountain, etc. Let children read and recite selectively, talk about their favorite reasons, talk about poetry creation skills and taste their unique ideas. Gradually, the children have a deeper understanding of some tips for writing poems, and skillfully use metaphors and personification. Students are eager to try and create boldly. Although the poems written by the students are immature and rough, they all exert their bold imagination, write childlike innocence and express their true feelings. I think as long as students are brave in creating and willing to express themselves. Their ability and level will certainly improve with the growth of age and knowledge.
Fourth, comprehensive learning attaches importance to multi-angle evaluation.
The evaluation of comprehensive learning should pay attention to students' exploration spirit and innovative consciousness, and respect and protect students' enthusiasm for independent cooperation and bold exploration. Therefore, in addition to teachers' evaluation, students should be allowed to conduct self-evaluation and mutual evaluation in Chinese comprehensive learning, and this should be the main evaluation method. Teachers must encourage students to use a variety of methods to explore from different angles, and strive to make evaluation a means to stimulate students' interest in participating in activities and enthusiasm for learning. Practice has proved that the evaluation process of Chinese comprehensive learning is not only a comprehensive and objective evaluation of a learning activity, but also an extension and expansion of the problems to be explored.
Comprehensive learning is an extension and an important supplement of Chinese textbooks, which has a powerful and irreplaceable compensation function. If textbooks focus on knowledge, then comprehensive learning should focus on the formation and development of comprehensive Chinese ability. Comprehensive learning should come from life and draw nutrition from real life. Comprehensive learning is an organic combination of students' knowledge and skills, moral and cultural cultivation and personality cultivation. It is the advanced application and expression of Chinese practical activities, the best way to integrate listening, speaking, reading, writing, thinking, imagining and creating quality, the requirement of modern social development for Chinese teaching, and the embodiment that Chinese teaching is closer to life.