The "Chinese Curriculum Standards" emphasize: "Chinese teachers should attach great importance to the development and utilization of Chinese curriculum resources, creatively carry out various activities, enhance students' awareness of learning and using Chinese in various occasions, and more In terms of improving students’ Chinese ability.” As an important part of Chinese curriculum resources, campus cultural resources play an important role in Chinese teaching. Therefore, paying attention to the development and utilization of campus cultural resources is of great significance to comprehensively improving students' Chinese literacy.
There are following strategies to develop campus cultural resources and improve students’ Chinese literacy:
1. Give full play to the role of library resource library
“Books are the source of human progress. Ladder" (Golky language). The school library has a large collection of books covering astronomy and geography, medical and health care, environmental science, and children's encyclopedias. It is an extremely important resource library for Chinese course teaching. Chinese teachers can guide students to borrow books from the school library regularly, teach reading methods, and guide students to learn language through various channels.
The library can also build an electronic reading area to allow students to swim in the vast sea of ??e-books. The school library is fully open to students. Students can go to the library to borrow books, so that students can learn Chinese through Chinese reading and improve their Chinese abilities. In order to stimulate students' interest in reading, the library can carry out "weekly new book promotion" to recommend and introduce newly arrived books to all teachers and students, cultivating students' interest in reading books.
At the same time, each class has a book reading class to improve students' Chinese ability and literacy. In addition, each class has established a "book corner", "learning garden", "reading club", etc. to effectively stimulate students' enthusiasm for reading.
2. Create a rich and colorful Chinese learning environment
The campus environment is also an important part of Chinese course resources. It includes explicit and implicit parts. The green lawns, blooming flowers, realistic rockeries, tall sculptures and other facilities and facilities in the campus attractions can become a good place for students' entertainment life, nurturing and education, and a good material for students to create literature. These campus cultural resources can become important resources for students to study Chinese courses.
For example, according to the needs of Chinese teaching, we can arrange students to observe the school environment in a step-by-step and planned manner, observing the changes of flowers, plants and trees throughout the year, the structure of landmark buildings, and the appearance of school statues. Contained meanings, and then arrange students to write, so that these campus cultural resources become the objects of students' writing, cultivate students' writing ability in writing, and improve students' Chinese literacy. At the same time, it also cultivates students' deep feelings for the school and subconsciously feels the unique charm of campus cultural resources. What is implicit is that campus culture and artistic activities, such as rich and colorful comprehensive Chinese practice activities, can be mined, excavated, and utilized as Chinese teaching resources. For example: the school regularly organizes various reading knowledge competitions, such as storytelling sessions, recitations, textbook plays, handwritten newspapers, compilation of essay collections, Chinese knowledge competitions, etc., so that students can learn in colorful and lively Chinese practice. Chinese is promoted through activities such as narration, discussion, communication, evaluation, operation, and Chinese competitions, forming solid Chinese abilities and experiencing the fun of Chinese learning.
In primary school Chinese teaching, the Chinese curriculum standards for grades 3-6 require students to do necessary exercises for each unit. The content of the exercises is rich and colorful, including writing about people, taking notes, and These exercises include descriptions of scenes and objects. These exercises are closely related to the students' family life and study life. The students' excellent exercises are displayed in the class to achieve mutual learning and continuously improve the Chinese literacy of all students.
Teachers can also make full use of their time to conduct Chinese language competitions such as reciting beautiful articles, telling stories, hard-pen calligraphy, and composition on campus. Through the competition, students can feel the rhythm and taste the rhythm of beautiful essays in reciting beautiful essays, understand the content expressed by language and characters in the storytelling competition, and understand the truth, goodness and beauty in the story. In the hard-pen calligraphy competition Cultivate good writing habits, appreciate the huge humanistic connotations contained in Chinese characters, and exercise students' writing skills such as word choice, sentence making, rhetoric, and structure in composition competitions, thereby improving students' superb Chinese literacy and improving students' ability to use language and characters. ability.
Banbantong Internet provides students with favorable conditions for Chinese learning. Teachers guide students to browse websites such as "China Children's Literature Network", "China Children's Network", "Primary School Chinese Language Network", "China Primary and Secondary School Education and Teaching Network", "Primary School Chinese Animation Classroom", etc., so that their taste is both childlike and literary. The comprehensive Chinese course resources can cultivate students' Chinese ability and improve their Chinese literacy.
3. Actively develop student resources
“Everything is for the development of students, for the development of all students” is the highest purpose and core concept of the new curriculum. Students themselves are an educational resource. Therefore, the student-centered idea should be emphasized in the development and utilization of resources, and students' life experiences, experiences, expertise, and randomly generated information should be incorporated into the education and teaching process.
(1) Development and utilization of students’ existing knowledge and experience
Chinese teachers use students’ existing knowledge and experience in the classroom, which is conducive to stimulating students’ interest in learning Chinese and making them more capable. The teaching effect is improved. For example, when teaching the article "The Destruction of the Old Summer Palace", the instructor learned that many students had collected a large number of pictures and text materials about the rare treasures in the Old Summer Palace through the Internet and other channels. For students, these no longer require teachers to repeat The instructor will focus on the characteristics of the author's layout and planning. In class, students are guided to collect and organize information about the original appearance of the Old Summer Palace (photos, history) and precious items (such as the value of the bronze monkey heads, bronze sheep heads, and bronze tiger heads that were once exhibited), and inspire students to think further. "The title is " "The Destruction of the Old Summer Palace", why do you use a lot of space to write about the glory of the past? "This led the students to think deeply.
(2) Development and utilization of students’ strengths and specialties
Students are always interested in things that they are interested in, and students will always have their own advantages and specialties. Give full play to students' strengths and let them become resources for Chinese course learning and an integral part of campus cultural resources. Based on the students' different strengths and specialties, we have established small literary groups in the school such as "Recitation Interest Group", "Chinese Studies Interest Group", "Broadcasting Interest Group", "Little Writers Interest Group", etc. Under the guidance of the instructor, we learn poetry The skills and methods of reading aloud, exposure to and learning of Chinese classics, learning broadcasting, and how to practice article writing, allow students to understand the connotation of Chinese characters and experience the charm of language and characters in a variety of group literary activities, so that students’ Chinese language abilities can be improved. Exercise and improve.
4. Compilation of school-based teaching materials
(1) In the process of students' writing, many excellent compositions emerge, which can become important resources for Chinese course learning. According to the needs of teaching, teachers can organize students to edit "Selection of Excellent Exercises for Primary School Students", "Selection of Excellent Observation Diaries for Primary School Students", and "Collection of Fairy Tales Written by Primary School Students" in a planned, step-by-step and targeted manner. Bound into a volume and placed in the classroom for all students to read, exchange writing experiences with each other, and enjoy Chinese teaching course resources. (2) Compile the "Recitation of Chinese Classics". Children's recitation of Chinese classics "has quite modern and reasonable factors. First, it fully respects the particularity of children's physiological stages. Most of the sentences in Chinese classics are short and rhythmic, which adapts to children's psychological characteristics. Through repeated stimulation of recitation, it helps For the development of early language ability, it also lays the psychological foundation for language grammar and vocabulary.” [1] Second, research on the history of science by historians of philosophy and educational psychologists has proven that a large part of human learning ability. It is a subtle learning. It seems that he has learned content that he does not understand, and it seems that he does not really remember much. In fact, these will be transformed into a kind of "implicit memory", which will gradually play a role in the psychological background. [2] Based on the above two points of understanding, teachers can, according to teaching needs, select excerpts from classical documents such as "Three Character Classic", "Zhuzi Baijia", "Hundred Family Surnames", and "Thousand Character Classic" that are suitable for primary school students to read and understand. The content is used as a school-based teaching material to organize students to read, cultivate students' sensitivity and acceptance of language and characters, and enhance the motivation of cultural souls.
(3) Organize students to produce school newspapers. Primary school students love to draw and write.
They also love to write. Their world manifests itself through drawing and writing. As a Chinese teacher, you can take advantage of students' love of drawing and writing, and organize students to make school newspapers regularly and in classes. Students who love painting can draw pictures in the school newspaper, and students who love writing can write in the school newspaper, so that Students who love writing write articles and complete the school newspaper together. Through the display, the school newspaper, a campus cultural resource, can be used to hone students' language skills and cultivate students' Chinese literacy.
5. Discover unique school-based courses
(1) “Drawing and Writing” courses. Whether it is ancient poetry or modern literary works, many of them can be described through paintings. In ancient times, there was a saying that "there is painting in poetry, and there is poetry in painting". For example, Wang Wei's poem "Dwelling in the Mountains in the Dark Autumn":
After the new rain in the empty mountains, autumn comes late. The bright moon shines among the pines, and the clear spring flows over the rocks. The bamboo noises return to Huan Nu, and the lotus moves off the fishing boat. The spring fragrance rests at will, and the king and grandson can stay. Since ancient times, "poetry and painting are indistinguishable from each other." Chinese teachers can take advantage of students' love for drawing and develop their Chinese abilities. For example, after completing the ancient poem "Ode to the Goose", students can draw the appearance of a goose according to "The song sings to the sky, the white hair floats on the green water, and the anthurium waves clear the waves."; for example, when talking about the characteristics of whales, students can be asked Students draw the characteristics of whales based on the description of whales in the text. The activity of "drawing and writing" not only cultivates students' interest in painting, but also greatly improves students' Chinese ability.
(2) "Poem a Week" activity. The new primary school Chinese curriculum standards clearly state: "...recite 50 excellent poems (paragraphs)." For primary school students, the purpose of this requirement is obvious, which is to accumulate vocabulary, syntax, and poetic techniques in poems through recitation. , obtain language materials, enhance students’ feelings about language, and improve students’ Chinese ability.
The "Poetry Weekly" activity is to compile all the poem vocabulary required to be memorized into a book, and distribute it to each student, so that students can recite it in advance. Each week, they will recite one poem, and the little will add up. Week after week, over time, students can memorize it. The Chinese literacy of the ancient poems required to be recited can be greatly improved.
In short, as long as we pay full attention to the development and utilization of campus cultural resources, give full play to the role of the library resource library, create a rich and colorful Chinese learning environment, actively develop student resources, creatively compile school-based teaching materials, and discover rich Distinctive school-based courses can cultivate students' good sense of language, improve the Chinese ability of all students, and comprehensively promote the development of quality education.