Chinese teaching reform is changing with each passing day, and new classroom teaching models are emerging one after another. However, in the face of the new concepts of curriculum reform, many classrooms are flashy and full of tricks, losing the original face of Chinese teaching, and the Chinese class has lost the "Chinese flavor" "The teaching has lost its purpose and authenticity. The children seem to be watching exciting movies. They are excited at the scene but gain nothing afterwards. Especially in reading teaching, in order for students to be sure to hit all the right marks when taking exams and not omit any omissions, the phenomenon of "catching eyebrows and beards" and "teaching various items at the same time" in the entire text teaching is common - questions are asked casually, and the purpose is not strong. The questions are ambiguous, scattered and trivial, and they cover all aspects and are explained to the end. At the end of a class, the teacher teaches hard and the students learn boringly. Some students are even confused and do not know what the teacher is talking about. The integrity, humanity, interest and scientific nature of Chinese reading teaching are gone.
The new Chinese curriculum standards clearly state: "Chinese courses should be dedicated to the formation and development of students' Chinese literacy. Chinese literacy is the basis for students to learn other courses well and is the basis for students' comprehensive development and lifelong development." Curriculum The purpose of the reform is to improve students' comprehensive literacy and cultivate comprehensive, harmonious and complete people so that children can have a complete life and a complete life. Chinese learning should serve students' lifelong development. Chinese courses should cultivate students' thoughts and feelings of loving the motherland's language and characters, guide students to correctly understand and use the motherland's language and characters, enrich the accumulation of language, cultivate their sense of language, and develop their thinking, so that they have literacy, reading, and writing skills that meet actual needs. Ability, oral communication ability, which means that the purpose of primary school Chinese teaching should return to cultivating students' basic literacy.
A Chinese lesson does require the implementation of many tasks, but teachers should carefully choose, cut out the complex and keep it simple. They only need to design one or two core questions that use one to control ten and raise the whole text. This question is like the trunk of a big tree. Under the guidance of this trunk, students can grow various branches. The more nutritious the trunk is, the richer and healthier the branches will be. This big tree will naturally grow. It will flourish. This question is like a torch, igniting children's desire for knowledge. The stronger the fire burns, the more active the students' thinking, and the more enthusiastic the classroom discussion will be. This question is also a ladder, leading children to climb the height of reading and stand taller and higher. The higher the reading value, the farther the students look. Students can cultivate their reading thinking and improve their reading quality in their reading expectations and reading reflections.
1. Core questions guide the general idea of ??the text and extend the breadth of reading
Clearly clarifying the structure of the article will help students perceive the overall text content and grasp the structural characteristics and writing ideas of the article. , thereby extending the breadth of reading and improving students' ability to analyze and understand articles. When teaching the fifth-grade Chinese language volume "Xu Xiake's Travels" in the Beijing Normal University edition, I told the students in the first paragraph of the text that Xu Xiake was a strange person and "Xu Xiake's Travels" was a strange book. I took advantage of the situation and asked the question "Strange man, strange book" ,'Where is the wonder?' Based on this question, students can clearly know what they want to learn and how to learn it, and then carry out independent reading under the guidance of the core questions, easily understand the main idea of ??the article in an effective time, and consciously explore the total score structure of the article. There is sufficient time for children to supplement reading and exchange knowledge about Xu Xiake and his books. The reading capacity in the classroom has been greatly increased, and students' interest in learning Chinese has become increasingly strong.
2. Core questions lead to deepen text understanding and improve reading quality
The goal of core question design is not to answer the questions, but to guide students to actively read through the raising of questions. , think, comprehend, express, consciously feel, understand, appreciate, evaluate from all angles, and think actively. In the teaching of "Robert the Black Child" in the first volume of the sixth-grade Chinese language version of Beijing Normal University, I dug deep into the textbook and asked the question: "Where are the 'black' and 'red' in Robert, the child?" Students read the text repeatedly. , everyone has different interests in the text content, and will have different ideas and opinions; even for the same content and the same words and sentences, due to different angles of inquiry and different knowledge backgrounds, students will have different emotions and get different answers . The environment in which the children's friend Robert the same age lived and the discrimination he suffered made every child heartbroken, but his tolerance, kindness and noble qualities made the children praise him. The design of such open core questions not only gave students something to say. , and broaden their thinking space, virtually deepen their understanding of text content, and improve students' reading quality.
3. Core questions lead to focus on key words and phrases to enhance reading depth
Some keywords or key sentences in many texts can generally reveal the main purpose of the text. In teaching, guiding students to clarify the ideas of the article, identify the key points of the text, and read and explore around these points can help students understand the text quickly and accurately, train their thinking ability, enhance their reading depth, and master certain reading skills. method.
When teaching the fifth-grade Chinese language course "The Candlelight of Life and Death" in the Beijing Normal University edition, I directly looked for the entry point from the title "A Matter of Life and Death" and focused on "The candlelight swayed and gave off a faint light." At this moment, he seems to have become the most terrifying thing in this house." This sentence starts teaching and focuses on guiding students to read aloud.
Read about special candles. What is so special about this candle? In the second reading of the scary candle, students unconsciously entered the atmosphere of the text, and were anxious about the protagonist's urgency and danger, which aroused their interest in reading; in the third reading of the life-and-death candle, why is this candle related to life and death? Because this candle is related to the lives of Bernaud's family of three, the arrest or massacre of intelligence personnel, the exposure of the intelligence station, the failure of the entire campaign, and the survival of the country. The fourth reading is the candle of life and death. The candlelight indicates destruction and death. No wonder the author calls it the candlelight of life and death. The four readings are approaching step by step, going deep layer by layer, thrilling and gripping. By grasping the core words and phrases to design core questions, you can often get twice the result with half the effort, using questions to promote reading and reading to promote interpretation, making classroom teaching focused and clear, and children will naturally understand the essence of the connotation through the surface of the question.
4. Core questions lead to sublimation of text emotions and improve reading taste
Questions can stir up students' thinking. Teachers should design emotional questions to trigger the emotional points deep in children's hearts, so that students are willing to read, use their brains, and express. When I was teaching the lesson "Only One Earth" in the first volume of the fifth-grade Chinese language at Beijing Normal University, after the students read the text for the first time, I raised a question throughout the class: "How do you feel after reading this text?" Then lead the students to analyze the words and sentences. For example, the "beautiful, spectacular, amiable" mother earth is so beautiful and sacred in the hearts of the children. "Non-renewable, nowhere to go, fragile, only one", the earth is indiscriminately destroyed by human beings and It has become scarred by unrestrained abuse. Every time they read a touching point, the students' true feelings can be revealed naturally. Students are subtly influenced by the emotions, attitudes and values ????of the text. Their hearts are deeply shocked and they consciously realize the importance of protecting the earth. A seemingly simple but affectionate core question simplifies complex teaching tasks, which not only effectively achieves the purpose of reading, but most importantly improves students' reading taste, making reading no longer about reading texts, but about educating children. Enter the language with all your heart, enter life, spread emotions, and move the whole body.
5. Core issues guide the improvement of practical comprehensive ability and comprehensive improvement of Chinese literacy
The new Chinese curriculum standards point out: Chinese literacy focuses on "comprehensive", which is based on Chinese ability (literacy, writing) , reading, homework, oral communication) as the core, it is the integration of Chinese ability and Chinese knowledge, language accumulation, aesthetic taste, ideological morality, ideological quality, and learning methods and habits. This kind of literacy is not only reflected in strong reading, composition, and oral communication abilities, but also in strong comprehensive application ability - the ability to use Chinese in life and the ability to constantly update knowledge. In a word, comprehensive Chinese literacy is Chinese literacy that adapts to the needs of life, is integrated, and has good development prospects.
The core questions are designed according to the three dimensions of "knowledge and ability", "process and method", and "emotional attitudes and values", so that they can meet the age characteristics of students, be suitable for students' knowledge structure, and can be based on students' listening ability. Teaching speaking, reading and writing in a solid and effective manner, and ultimately cultivating a "coordinated development person" who is "eloquent", "well-spoken" and "written" is the best evaluation of a child's comprehensive Chinese literacy. For example, when teaching the text "Wind" in the second-grade Chinese language volume of the Beijing Normal University edition, students were asked to listen to the teacher's sample reading with music, and initially felt the lightness and naughtiness of the wind. Then they were asked to read the text aloud, and finally a lot of teaching time was devoted to the core issues. : "Where have you seen the wind in your daily life? Say it in imitation of poetry?" The teaching went out of the classroom and into life. The children thought of life phenomena such as red flags fluttering, windmills turning, and yellow sand flying, and beautiful poems From the mouths of the children, wonderful poetry flew in the hearts of the children. The children learned to express and use it. I encouraged them to create small poems, so that every child would be willing to write, able to write, and happy to write, and feel like a child. It turns out that "little poet" is so easy, which greatly stimulates students' interest in writing.