There are a lot of concrete images, personal feelings and subjective contents in Chinese curriculum. Li Yu, the queen of the Southern Tang Dynasty, saw the helplessness of "falling out of the water in spring is gone, and it is on earth". Gong Zizhen saw the selflessness of "falling out of the water is not a heartless thing, but turning into spring mud to protect flowers". She is also a crow, and she is often a dull fool in fables. In Sidon and Shen Shixi's works, she is a smart and wise elf. Different authors have different opinions, and different readers have different feelings. Influenced by many factors, such as people's knowledge background, life experience, perspective of understanding, etc., the images formed by various literary images in readers' minds are inevitably different. Everyone reads "Dream of Red Mansions", while Taoism looks at obscenity, Confucianism looks at propriety, and Yin and Yang look at Yi. Everyone reads Walking the Moon. This child sees the beauty of the moonlit night, and that one sees the sweetness of family. In the same article "Empty City Strategy", some people read Zhuge Liang's ingenuity, while others saw Sima Yi's caution. Students' reactions to Chinese materials are diverse. Therefore, Chinese education especially needs to advocate equal dialogue between teachers and students, and especially needs to pay attention to students' unique emotional experience and original opinions. There is such a teaching clip when dealing with The Fox and the Crow: What do you want to say to the fox or crow after reading this story? Most children criticized the fox for being cunning and deceiving others, saying that crows should not be deceived without thinking. Then a girl whispered, "Crow, your meat was cheated away. Don't be sad. I'll give you a piece of meat to eat." The girl is not trying to educate the crow to blame the crow like other children, but to give him a piece of her own meat. How precious this kind childlike innocence is, isn't Chinese education to nourish people's emotions? Isn't this kindness what we should guard? He also said that in the teaching of "Fox and Crow", when asking children to talk about what they have read, one child said, "When you ask someone for something, you should say something nice about him and she will give it to you." At this time, should the teacher say, "Your idea is unique, and it can be linked with the reality of life" and positively affirm the child's idea? Of course not. To respect children's opinions, we must grasp a scale: understanding the content can seek differences and encourage innovation, but one thing, correct values must be established. In daily teaching, we will often hear different voices. We should respect students' multiple reactions, listen to children's voices, allow children to have opinions that are inconsistent with ours, and guide them if their values deviate. As long as there is no mistake in the general direction, we should positively affirm them.
The humanistic education of Chinese lies in infiltration and influence. It is the spring rain that sneaked into the night with the wind, nourishing the child's spirit without trace. This kind of influence is long-term and gradual, and it can't be immediate, so I say: let students know right and wrong and understand truth in language, and don't preach in vain. We don't have to add a political tail after learning the text. For example, after learning The Little White Rabbit and the Little Gray Rabbit, we have to tell the children that we should not learn from the little gray rabbit, but learn from the little white rabbit ..... This is not the taste of Chinese class. We don't shout slogans, don't sit in the right place, and are in no hurry. After learning "My Comrade-in-arms Qiu Shaoyun", we can expect our children not to make small moves in class? After learning "Hurry", they can make every second count? Ideological construction can't be achieved overnight. We shouldn't spend precious time talking about feelings in an empty way. It's better to let students try to use the standardized language in the text. For example, in a hurry, I think let students talk about what they are inspired by learning the text. What did you get? The children just said to hurry up. In this class, I handled it like this: this text must have touched you. Please choose one or two sentences from the text as gifts for your deskmate and encourage each other with your partners.
(2) Chinese education is very practical.
Cui Luan, chairman of the National Small Language Association, said, "Learning the mother tongue mainly depends not on imparting knowledge and revealing laws, but on contacting language materials as much as possible, using Chinese educational resources as much as possible, cultivating a sense of language in a large number of colorful Chinese practices, gradually understanding and acquiring, and gradually mastering the laws of using Chinese."
Chinese education should not deliberately pursue the systematization and completeness of Chinese knowledge
In the past Chinese teaching, we were used to systematizing Chinese knowledge, and the mechanical analysis of words and sentences was the highlight. The new curriculum standard did not require segmentation, summarizing the general idea of paragraphs and summarizing the central idea, which made sense. Vygotsky said, "It is beyond the possibility of the mind to ask to get rid of consciousness and think with concepts before the age of twelve." It is appropriate to cultivate rational analytical and explanatory ability after a certain amount of language accumulation and after a certain stage of language sense and thinking development. So should we completely abandon the practice of segmentation and induction center? You can't give it up completely. In each unit, we should choose a typical text to carry out the practice of summarizing the center in sections. For example, articles with typical structure, such as "Northeast Forest" and articles with clear clues, such as "Huang Jiguang", make students realize that the article was originally written in this way, and such segmented exercises are also an effective guide for students' exercises.
what does the generation of students' knowledge and skills depend on? Relying on colorful Chinese practice activities. We might as well take various measures to make children happy to learn Chinese. For example, we can take advantage of the children's competitive mind to engage in some competition activities. The competition group word contest and sentence-making contest recite the text, which is just a very simple activity, arouses students' interest, enhances their sense of competition and consolidates their knowledge. Why not kill two birds with one stone? Many articles in our textbooks are story-telling, just like a short play, for example, Little Gecko Borrows Tail, Little Butterfly and Caterpillar, Lotus Umbrella, Empty City Plan, and Peace of Things. If the teacher is willing to give the children some time to perform, how many children will be eager to try? Some teachers may say that the task of Chinese class is so heavy that we really don't have time. I think we can occasionally do one lesson less exercises. After students are fully exposed to the text, giving them a lesson to perform the content of the text is of great benefit to the improvement of children's Chinese ability. They can deepen their understanding of the text in the process of preparing for the performance. There is also a debate. The deeper the text is debated, the clearer the truth is. For example, in the lesson "Give Up Shooting", let the students argue whether Fowler should give up shooting as a football player. Through the students' debate, I deeply felt the beauty of Fowler's personality. When there is a dispute about the characters or events in the text, it is easy to solve the problem by arguing.
how to learn written language is the most important and nerve-racking thing for us. How to make students learn to write? The first is to internalize the language of model essays into their own language. To internalize, you must first enter. Let students read those beautiful articles with emotion and rhythm, so that images and feelings can be integrated, inner videos can be produced, momentum and charm can be read, and even ideological contents that are difficult to really understand only by language analysis can be realized. Only when students are familiar with memorizing, can they gradually form various writing "examples" in their minds, so that students can follow the pen and follow the source when writing. We usually take time into account in teaching, so the time left for children to read is far from enough. Students have little accumulation of beautiful sentences and the structure of articles, and they feel that they have no ideas and their language is dry when writing. Therefore, the Chinese classroom should be full of books. How do children like to read? We have all been students, and we still remember that when we were young, we liked reading in different roles and our peers read from each other. Now there are music reading and performance reading, which are all their favorite ways. We should use various forms that children like to guide them to learn the language and encourage them to become familiar with it. Isn't there a saying that "if you are familiar with 3 Tang poems, you can recite them even if you can't write them"? It can be said that familiar reading is the best way to learn Chinese well.
(3) The characteristics of Chinese language have an important influence on Chinese education.
Chinese characters are a symbol, a symbol containing culture. Chinese characters are tangible, have sounds and have certain meanings. They can seek meaning by form and sound, which is a synthesis of form, sound and meaning.
These characteristics of Chinese characters require us to lay a solid foundation of literacy and writing, which is of great significance to the improvement of students' Chinese level. If this foundation is not laid well, students' Chinese learning will encounter insurmountable obstacles. If this foundation is laid well, students' Chinese level will be improved rapidly, even by leaps and bounds. Chinese character teaching must adhere to the principle of unity of form, sound and meaning. The analysis and comparison of similar characters, homophones and polysemous words is an indispensable part of literacy and writing teaching. Tell primary school students that the shape of "wood" is like a tree, with a horizontal line at the bottom indicating the root and a horizontal line at the top indicating the treetop, so they can vividly understand the meaning of "putting the cart before the horse". Isn't this interesting and effective? Radicals reflect the rules of Chinese character structure and should be grasped. But we can't misinterpret Chinese characters at will. For example, we can interpret the word "Zhao" as "a Japanese with a knife killed four people and shed four drops of blood". How to reduce such arbitrary misinterpretation? The Teaching Manual of Chinese Characters in Primary Schools, edited by Mr. Huang Kangmei, an expert in linguistics and philology published by Guangxi People's Publishing House, is of great help to literacy teaching. We can prepare such a reference book to help us improve the quality of literacy teaching.
Chinese word formation into words, affixes into sentences, and linking sentences into paragraphs can often be combined at will by virtue of semantic association, without morphological restrictions. We should attach importance to the overall grasp and neglect mechanical analysis, and cultivate students' sense of language, which must be achieved through reading more. Reading more includes two meanings: on the one hand, exposure to a large number of language materials, on the other hand, repeated reading of famous works. Only by reading repeatedly can we better understand the thoughts and feelings of the works, and in turn realize the special significance and value of some expressions. In addition to reading selected texts from textbooks repeatedly, we should also recommend a large number of language materials to students to broaden their horizons. Here, I want to talk about what kind of extracurricular books I want to study: we should guide children to read a wide range of excellent books that meet their age characteristics and cognitive level. What I want to say in particular is that we should consider the actual level of children when recommending extracurricular reading materials for students. For example, children in the third grade can read fairy tales and myths that they are interested in, such as The Story of Lenore Fox, The Muppet's Forest, The Adventures of Onion, Mr. Pope and His Penguin, The Journey to the West, etc. If you give them a copy of Reading Changes Life, I think nine times out of ten it won't arouse their desire to read. By the fifth and sixth grade, children's ideological horizons have been broadened, and they can recommend their works with complicated stories such as Education of Love, around the world in 8 days, Romance of the Three Kingdoms, Anne of Green Gables and Bronze Sunflower. In this year's February issue of Chinese Teaching Newsletter, I saw a bibliography attached to the article "Xiao He Cai Lou Jian Jiao", which introduced the results of the extracurricular reading test in Gongchenqiao Primary School. Teachers who are interested can use it for reference.
Chinese teaching should also pay attention to guiding students to ponder the usage of function words. Function words, especially adverb conjunctions, are used much more frequently in written language than in spoken language. Chinese should pay attention to guiding students to ponder the usage of function words. Only by learning function words well can we use written language freely and improve our oral English. Moreover, the use of function words is closely related to the development of thinking. For example, the phrase "that year, she was only fifteen years old" expressed her regret for Liu Hulan's heroic sacrifice. If the adverb "Cai" was removed, it would immediately become cold. If it was replaced by "already", it would not only be cold, but also seem that she had lived too long. Another example is "He gave me a gun". If the quantifier is omitted, the meaning of "He gave me a gun" has changed greatly. How to teach function words? Answer: Let the students have more contact with the language materials, repeatedly contact, read more and understand more, and the meaning and usage are clear to the students!
I've been sitting here for so long, and I've reported my own learning experience to you. Because of the limited level, there are bound to be some mistakes. Please advise me.
Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft) stipulates: "The Chinese curriculum in the nine-year compulsory education stage must be geared to all students, so that students can acquire basic Chinese literacy. Chinese course should cultivate students' thoughts and feelings of loving the motherland's language, guide students to correctly understand and use the motherland's language, enrich the accumulation of language, cultivate a sense of language, develop thinking, and make them have the ability of literacy, reading, writing and oral communication to meet the actual needs. Chinese courses should also pay attention to improving students' moral cultivation and aesthetic taste, so that they can gradually form good personality and sound personality, and promote the harmonious development of morality, intelligence, physique and beauty. "
This passage clearly defines the objectives and tasks of Chinese curriculum in compulsory education, and its outstanding feature is the diversification of Chinese education objectives, that is, from the previous emphasis on imparting knowledge and skills to the realization of the harmonious unity of knowledge and skills, processes and methods, and emotional attitudes and values.
The Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft) summarizes the characteristics of Chinese education into the following three aspects:
First, it emphasizes the diversity of forms' feelings about Chinese materials and attaches importance to the edification and experience of Chinese. The rich humanistic connotation of Chinese curriculum has a profound influence on students' spiritual field, and students' reactions to Chinese materials are often diverse. Therefore, we should attach importance to the influence of Chinese, pay attention to the value orientation of teaching content, and also respect students' unique experience in the learning process. From the teacher's imposed experience to the student's personal experience.
In traditional Chinese teaching, indoctrination is the main method, and students' understanding of the text is often parrot-learned, taking the teacher's teaching as the criterion. Although this kind of teaching also emphasizes students' "trying to figure out", "understanding" and "experiencing", its essence is a false experience, which is imposed by teachers. To implement humanistic teaching, we should change this situation, encourage students to experience independently, and recognize students' diversified responses to Chinese materials.
Second, the Chinese course is characterized by rich humanism rather than science, its object of action is students' spirit and mind rather than intelligence and skills, its mode of action is edification rather than scale forging, and students' response to Chinese materials is personalized and diversified rather than universal and unitary. This strictly distinguishes the Chinese subject from natural sciences such as mathematics, physics and chemistry, which has great theoretical and practical significance. Although this difference is so obvious, it has not been fully recognized and taken seriously by people for a long time. It always covers up the essence of Chinese education intentionally or unintentionally, distorts the soul of Chinese education, degenerates Chinese education into a tool of vulgar politics and various ideologies, and loses its due value, delaying the spiritual construction and soul awakening of generation after generation.
what should be put forward here is that the emphasis on experience and edification is not to completely deny the role of training and recitation. For the teaching content which is very instrumental, the traditional methods of reciting and training are still effective. For example, the cultivation of writing ability can't be achieved by edification alone, which requires hard training. However, the training that Chinese needs is not the popular exam-oriented skills training that is completely divorced from life experience and real life. Chinese should train students to read, think, experience and feel, and this kind of "training" is actually