Chinese comprehensive learning, part of which is listening, speaking, reading and writing activities within the scope of Chinese subject, aims to break through the limitations of small-scale exercises and improve students' comprehensive application ability; But some of them are interdisciplinary synthesis, which not only exercises the comprehensive application ability, but also breaks through the traditional reading teaching index and composition path in the form of project guidance, allowing students to enter a new learning activity space. In the past, primary and secondary school students' reading was mainly selected reading in class and personal interest reading after class. In comprehensive study, students design plans, organize activities, select, collect and read relevant materials, and communicate in writing and orally according to the needs of the task under the guidance of the subject. Students have division of labor and cooperation in activities. This kind of activity is not only to repeatedly train skills around a relatively narrow and closed range of Chinese knowledge or ability, but to start from tasks and topics, broaden ideas, broaden reading horizons, introduce new topics, and help students build a new thinking space and discourse system. If a person wants to understand and express an idea well, he must be familiar with the core knowledge and concepts, idioms and some specific expressions in this field. If a person's speech activities are limited to a certain field, such as daily life, then his communication with others can only be the topic of daily life. Because he is unfamiliar with other words, it is difficult for him to participate in exchanges in other fields. Comprehensive Chinese learning is conducive to guiding students into new discourse areas. The design of such activities should pay attention to the theme and tasks.
2. Communicate the connection between Chinese and different fields, and improve the activity mechanism of language and thinking.
A person's speech system and thinking system should be able to constantly exchange information with the outside world to form an open system, which requires "contacts" and "interfaces" that can accept and release information to connect with external systems. This kind of "connection" and "interface" are generally composed of representative images, concepts, words and expressions in external systems. If a person seldom has such "contact" and "interface", then his thinking space and topic scope will be greatly limited accordingly. On the contrary, if his "contacts" and "interfaces" are many and active, it will always lead to association and imagination, and he may have more room for thinking and speech activities, and the mechanism of divergence, linkage, transformation and overall planning of thinking and the mechanism of language response may also become sensitive. Chinese comprehensive learning is to produce effects in this connection, communication and activation. To carry out such learning activities in different fields is to enable students to gradually form many "contacts", "interfaces" and corresponding activity mechanisms in their own Chinese learning chain.
3. Realize integration in the dynamic process and improve the actual coping ability.
In Chinese learning, it is undoubtedly necessary to practice a local link in a relatively static learning space. However, learning in dynamic practical situations is an important link to improve students' practical ability. Put yourself into life and other aspects of practice to carry out cross-disciplinary comprehensive learning, and students will encounter many problems that are far more complicated than static situations. In the dynamic process, students learn to mobilize and integrate various factors to solve problems, which will greatly improve their coping ability in Chinese practice. The design of Chinese comprehensive learning should pay more attention to "practical problems", "dynamic process" and "coping ability"
4. Point to the basic goal and strive for all kinds of gains.
Comprehensive learning should not only pay attention to "synthesis", but also emphasize the implementation of basic goals. Comprehensive learning, with the intersection of different fields, will form some marginal zones, which may be "four unlike". In the past, it was often that each discipline only cared about its own "one acre and three points", and no discipline cared about this "four unlike" area. This "four unlike" area is usually the most difficult place to implement, but it is also often the place where energy and interests are most concentrated. On the other hand, comprehensive learning should not be confused blindly, but must have a clear basic direction. The basic goal of Chinese comprehensive learning should be to point to Chinese. First of all, we must ensure that we can achieve certain results in one or several aspects of Chinese. Of course, a comprehensive learning activity may get some "by-products" or "added value" in some aspects, such as enhancing the awareness and ability to learn and use Chinese in other fields; Inspired by the interdisciplinary comprehensive study of Chinese, look for topics in other fields; Start learning to do projects, including project consultation, consulting materials, designing activity plans and every detail, organizing promotion activities, implementing adjustment plans, refining and displaying results, etc. Through such activities, students broaden their horizons, enhance their self-confidence in learning, and improve their self-study ability and cooperative learning ability. To do a good job in comprehensive Chinese learning, we must adhere to the basic objectives and strive for more fruitful results.
The goal orientation of Chinese comprehensive learning should also consider the goal orientation of Chinese inquiry learning. Does Chinese comprehensive learning focus on practical application ability or inquiry ability? In our opinion, both abilities are very important. Chinese comprehensive learning, some activities can focus on improving students' comprehensive application ability of Chinese, and some activities can focus on cultivating inquiry ability. However, in the design of Chinese comprehensive learning in the past, we can see that there are some deviations in some inquiry activities, so it is necessary to define "Chinese inquiry", which should explore Chinese problems, not artistic problems, natural science problems, life problems and so on. In some comprehensive research, we explore problems in other fields, and Chinese has played a huge role in these fields. Is such an activity a "Chinese exploration"? We say that this is the exploration of other disciplines and other fields, not the "exploration of Chinese", which can be said to be the "application" of Chinese in the exploration activities in a certain field. In the comprehensive study of Chinese, we can also take the content of other fields as the topic, just as we also need to study articles on natural science and art in Chinese class, but it must be noted that the design ideas should take the problems in other fields as the "introduction" to arouse interest and raise topics, and the design of the results of each link of the activity should first fall on the goal of Chinese.
Second, look at the orientation of comprehensive learning objectives from the topic selection.
The existing standard experimental teaching materials of Chinese curriculum and the comprehensive learning topics drawn up by some schools can be roughly divided into three categories.
The first category basically integrates "listening, speaking, reading and writing" within the scope of language classroom teaching and oral communication under one topic. For example, some textbooks have designed comprehensive learning activities around "Chinese characters", including reading, games, problem exploration and discussion. There are various activities, but the learning content and objectives are within the scope of Chinese subject. For another example, in some teaching materials, oral and written communication is conducted with the theme of "I love my family" in combination with the study of relevant unit texts. This kind of topic selection is relatively small, and the content and discourse involved are mostly in the daily life circle. Most students have more to say, the goal is easier to determine, and several links in the design are more specific, so it is generally unlikely to deviate from the goal.
The second category extends from Chinese teaching materials and classroom teaching, and carries out learning activities such as language, writing and literature, such as "survey on the use of Chinese characters in society", organizing students to choose their own tasks and going out of school to carry out investigation and research. After a series of activities such as observation, collection, interview, analysis, sorting out and writing reports, students who are seriously involved will gain many benefits, such as enhancing their awareness of using standardized characters and improving their ability to recognize typos, comprehensively use Chinese and participate in social activities. Other topics belonging to this type include "style", "writing handwritten newspapers", "couplet culture", "love life, love poetry" and so on. Generally, the content of these activities will go beyond textbooks and classroom teaching. Compared with the former, these activities have a wider scope, consume more time and need more organizational work. The goal and effect of learning may not be as easy to control as the former.
The third category is that the topic is selected from the study field of life or other aspects, and the content goes beyond the Chinese subject. For example, after learning a group of poems about natural science, we derived a comprehensive study of "exploring the mystery of the moon" from one of the texts. Another example is "investigation of tourism resources in a certain place", "research on environmental protection", "Yellow River, Mother River", "drama stage", "autumn outing plan" and so on. Some of these topics are close to life, meet the needs of society, and some meet the interests of students. If they are done well, they will shine. On the other hand, this kind of topic is more risky to deviate from the basic goal of Chinese curriculum, which requires teachers and students to invest more time and energy.
Here, I quote the comprehensive study case of "Bridge" by Xue Yunfeng, a teacher of Shandong Taishan International School, to talk about the target design of comprehensive Chinese learning. Teacher Xue's intention of this activity is, "On the basis of learning the text" Bridge Prospect Map ",it extends from class to extracurricular, connecting with real life, stimulating students' interest in inquiry, broadening students' horizons, and making students realize that a thing can be grasped from multiple angles, and a problem will have different entry points. If you master certain materials and use appropriate methods, you can discuss the issues you are interested in and get some gains. " The objectives of this activity are as follows:
1. Guide students to use their brains around the theme, obtain information and screen information through field visits, visits, books and materials, and the Internet, so that students can understand the development of bridges, know famous bridges at home and abroad, broaden their horizons and be influenced by beauty.
2. Let students get the positive experience of research and exploration, and cultivate students' spirit of being good at questioning, actively exploring, uniting and cooperating and their sense of loving science through the division of labor and cooperation among team members.
3. Connecting with the reality of life, from tangible bridge to intangible bridge, broaden students' thinking and cultivate students' imagination.
4. Guide students to form written materials and cultivate students' oral communication and written expression ability.
This is a cross-disciplinary learning activity, which aims to organize materials and clues with the theme of "bridge", build an activity platform, and guide students to fully use and learn Chinese in the activity. The results of the activity are as follows: "Building a discourse system in a new field for students"; "Let students stimulate their writing motivation in interest, and with the feeling and personal experience of browsing things, the composition will get out of the predicament of passive water and rootless wood"; "Then, when appreciating poetry and prose, guide students to taste key words, let them taste the precise and beautiful language in poetry and prose, feel the precipitation of history and culture, and receive aesthetic education"; "arouse the enthusiasm of students to participate"; On this basis, "let students think of invisible bridges from tangible bridges", "expand students' thinking and activate students' imagination and association". The teacher spent a lot of effort on this activity, had good ideas, made repeated adjustments in the implementation process, and achieved a lot of results. Carrying out such activities is an exploratory and creative work, which brings a lot of gains to students and is also a valuable exercise for teachers.
However, it is still necessary to adjust the target orientation of this activity, mainly to further shift the focus to "Chinese". In the design of this activity, some contents are not suitable as the basic goal of comprehensive Chinese learning, such as "obtaining information and screening information through field trips, interviews, consulting books and materials and the Internet, so that students can understand the development of bridges, know the famous bridges at all times and in all countries, broaden their horizons and be influenced by beauty." So as to understand that the bridge embodies the wisdom and strength of the working people and cultivate students' awareness of learning science. "In the comprehensive study of Chinese, the goal should not be to focus on" the bridge between knowledge and research "from the beginning, but to read and recite some key texts about" the bridge "and express and communicate on the topic of" the bridge "; It can also be discussed from the structure and basic meaning of the word "bridge"; You can also review some words and poems composed of "bridge" and combine the understanding of the development and meaning of bridge. On the basis of realizing the basic goal of Chinese course, there will be some other achievements and incidental benefits, such as "the consciousness of loving science" and "increasing the knowledge about bridge architecture", which should be welcomed. In the process of "Chinese" learning triggered by "bridge", it is necessary to introduce the consideration of learning methods and emotional attitudes and values, but at the same time, we should pay attention to handling the internal relations of the target group.
The first is students' interests and needs. This is, of course, the main point that should be paid attention to in the curriculum design and teaching implementation of various disciplines. But comprehensive learning needs to pay more attention to this problem. Because comprehensive learning has many contents and a long process, students need to participate independently. If students lack interest, it is impossible to actively participate, then an activity that puts more energy into it may have little effect.
Secondly, the value of the subject, of course, refers to its educational value, especially in achieving the goal of Chinese curriculum. If the subject only cares about satisfying students' interests and the educational value is not clear, it is definitely not worth taking the exam. If the subject is valuable, but the basic goal is not Chinese, it needs to be reconsidered: either give up or adjust the design ideas. The topic selection of Chinese comprehensive learning must have a good direction to ensure that the basic goal falls on Chinese.