——My thoughts after reading "New Curriculum Standards and "Chinese Teaching Contents"" Dr. Wang Rongsheng, Director of the Curriculum and Teaching Institute of Ningbo University, wrote in his book "New Curriculum Standards and "Chinese Teaching Contents"" The book roughly puts forward the following views in terms of teaching content: 1. The text has its original value as an article itself. After being compiled into the textbook, the article has its teaching value. The teaching value refers to "how to convey information" in the article. , rather than what information the article conveys. The teacher's task is to teach students "how to convey information" in the text in the classroom. 2. Texts can be divided into "definite articles", "selected texts", "samples" and "use materials" based on their characteristics. Different texts have different teaching values ??and of course different teaching methods. content. Use Dr. Wang’s views to compare with your own teaching practice and talk about your experiences and gains. 1. The content taught must have a Chinese flavor. In text teaching, students should be guided to understand what is written in the text. This is only a low-level requirement for text teaching. On the basis of perceiving the content of the text, go deep into the text and understand the author’s use of it. Language skills and understanding the expressive function of text language are the high-level requirements and fundamental tasks of text teaching. Recalling my experience teaching "The Taste of North and South Porridge" (Zhang Kangkang), I also made such a mistake at that time. During the first design, I set the teaching goal: to let students know the author's feelings about the porridge in the article. To this end, I designed the following lesson plan: Teaching goal: By thinking about the meaning of "taste", understand the author's appearance Writing about porridge contains the Chinese people’s attitude towards life and the values ??of dealing with people. Feel the author's expressive language. Teaching steps: Introduction: 1. Start with "Everyone should have eaten porridge, what does porridge taste like?" and let students talk about it, thereby introducing the "taste" that the author Zhang Kangkang tasted from porridge - "... From the experience of eating porridge, I realized the various charms of porridge that have always been popular..." 2. Clarify the learning goals of the students in this lesson and arrange discussion questions: "Through silent reading and circling, find out what the charm of porridge is. What is "from which essence, strength, intelligence and wisdom grow?" Students study and communicate in groups: From the preview, students know that the text is divided into three parts according to the author's experience of eating porridge. Divide students into three groups to explore. The teacher provides a projection tip: You can try to use the following methods to find answers to the questions. Circle and read the author's sentences and paragraphs describing the taste of porridge. Circle and summarize the author's sentences describing things and characters related to drinking porridge. Circle and read the paragraphs and read the author's sentences and paragraphs about his feelings and experiences about drinking porridge. Complete this group. After reading the content, read the author’s other experiences of eating porridge, and then think about the answer to the question. After the students circled by themselves, they then conducted group discussions, and then the group representatives spoke and exchanged in-depth thoughts: The teacher asked: The author believes that gruel is a product of poverty and time; with the development of the times, gruel will gradually go away. . Do you agree with her? Students think and then speak. Assignment: Please borrow the sentences from the book that describe the making of porridge to write about the making of a certain food in your family. It would be better if you could write about the meaning of this food to your family or clan. Thoughts: After reading "New Curriculum Standards and "Chinese Teaching Content"", I evaluated this design from the perspective of "Chinese Teaching Content". One of the big problems is that students are used by me in my classroom. What is the charm of porridge, what is the essence, blood, strength, and intelligence that grows from it?" This question guides me, and judging from my teaching steps, I have told the students the scope of the answer. For example, they can be found in the taste of porridge. Find it in the porridge drinker's feelings, etc. Moreover, the second goal does not have corresponding teaching content to achieve it. In this lesson, students only need to go to the designated place according to the teacher's requirements and summarize the answers. Teaching Chinese means teaching texts. This is a misunderstanding. My design is to "teach" the text rather than "use" the text. So what should be taught in textbooks? I believe that teaching "Chinese flavor", such as a text, can not only teach students relevant language knowledge, but also train students' relevant Chinese skills. The language knowledge and Chinese skills training here are the content of Chinese teaching. For example, the Chinese flavor of this text can be reflected in the author’s exquisite ideas, such as: why should we write about people who drink porridge, why should we write about three kinds of porridge, etc. 2. The “Chinese flavor” should start from the students and should reflect the value of the text. Chinese is As a subject about language, the most fundamental task of Chinese teaching is to guide students to correctly understand and use the language of the motherland. The teaching content should reflect the true nature and fragrance of the language, and should focus on the accumulation, understanding, speculation, taste and application of the language. After the first lesson plan design of "The North and South Flavors of Porridge" was rejected, I considered focusing the teaching content on the language that expresses the deliciousness of porridge. I experienced the author's method of writing porridge from multiple perspectives and felt that this would help improve students' understanding of porridge. It is good for my writing level, so I designed the following lesson plan. Teaching objectives: 1. Feel the author's emotions towards porridge by appreciating the author's sentences describing and discussing porridge. 2. Know how to describe things in a variety of ways and from multiple perspectives. Preparation before class: Brief teaching steps: Introduction: Starting from everyone’s usual experience of eating porridge, it is said that in the author’s writing, ordinary porridge does have an unusual taste and “everlasting charm”. Today’s lesson We need to find out what the author writes about the taste of porridge and how the author writes about this taste.
Student exchange and discussion: Discussion about white rice porridge: Student activities: The whole class is divided into two groups to exchange the circled content; one group will issue a "challenge" first, recite the relevant sentences in the article, and invite students from the other group to come Tell me how this sentence describes the taste of porridge and how it is written. Teacher activities: summarize and comment on students' speeches at any time to help students discover the author's ingenuity; guide the further development of discussions at any time, use questions, for example, when students only stop at analyzing the language of drinking porridge, lead students to the making of porridge. , to the discussion and praise of porridge. And at the end, it is summarized in the form of projection in a timely manner, such as the following projection: Title: The taste of white rice porridge. The writing perspective. The sentences in the article analyze the feeling of drinking porridge. Such white rice porridge is naturally refreshing and delicious, just like adding white peony and lily. Add the juice boiled from lotus seeds. Drink it piping hot, and it seems like your internal organs have been cleansed. Use vivid, concrete objects that can make readers feel, such as white peony flowers, lilies, and lotus seeds to describe the indescribable feeling when drinking porridge. Because the author feels that porridge is "refreshing and delicious", he chose White, elegant things are pleasing to the eyes and mouth when read. The preparation of porridge is a little bit, and the performance of porridge drinkers is a little bit. Note: Let the students speak the underlined part, and also let the students speak the blank part. Discussion on "Golden Porridge": Student activities: Compare the previous projection and tell your own story about the charm of golden porridge (student personal speech) Teacher activities: Summarize comments and guidance at any time, and ask questions: When writing about golden porridge, the author is from Is it written from the perspectives of "the feeling of eating porridge, the preparation of porridge, and the performance of porridge drinkers"? Is there any other angle? Ask students to recite sentences describing "Cantonese porridge" and read out the charm of porridge. Teacher’s summary: Through the above analysis, we found that the author described the porridge vividly and concretely with deep feelings for the porridge, and also used emotional language to praise the “energy, blood, strength, and intelligence” that the porridge gave her, making her In real life, ordinary porridge becomes so beautiful and magical, and we have to admire the author's good language skills. Assign homework: learn the writing style of the author of this article and describe the taste of a certain dish in your home. Let’s have a big dinner tomorrow. Requirements: Write from multiple perspectives. This class has a strong Chinese flavor and captures the descriptive perspective. After class, students followed my requirements and wrote about the food at home. We had a "Food Dinner" class. Everyone wrote well in their essays and the students were very motivated. I think this should be a class that embodies the Chinese flavor. However, based on Dr. Wang’s point of view, I think there are some problems with this teaching: it fails to teach according to the students’ actual needs, and it fails to take into account the students’ needs when learning this article. When writing an article, what parts of the article did he not understand? The teacher did not teach him these things, but taught him other contents. In other words, they did not learn how the author flexibly and skillfully used the Chinese knowledge of "describing from multiple angles" to express his ideas. The teaching content is not relevant enough, so why should we teach students to describe from multiple perspectives? Do we just call whatever is in the text? It is true that students do not know how to describe from multiple perspectives, but is this text a model for describing from multiple perspectives? If the teaching should indeed be multi-angle description, then this article "The Taste of North and South Porridge" alone is not enough. Other corresponding texts should be supplemented to clarify this issue together. Thoughts: From this class, I noticed that the teaching should have a Chinese flavor, but the mistake I made was that I failed to combine the original value of the text with the teaching value, resulting in students still not being able to understand the original message of the text. From the point of view put forward by Dr. Wang in the book, I think texts like "The Taste of North and South Porridge" are "example texts". There is a lot of knowledge that can be taught in the text. For example, in this text I can teach "Total Score" "Structure can teach description from multiple angles, and can also teach people to express their ambitions based on objects, etc." But on what basis should we choose which one is better? In my opinion, teachers should teach selectively based on the age characteristics of the students in the age group they teach and the arrangement of teaching materials. For example, when dealing with the lesson "The Taste of North and South Porridge", you can put it in the unit of "Customs and World Affairs" and look at several texts in this unit. In addition to writing about the customs of various parts of the motherland with different themes, In addition, from the perspective of article studies, what are the characteristics of each text? Find the teaching content of a unit and use these texts as examples to clarify a certain "wisdom of conveying information" in the article. In Dr. Wang’s words, “First, we must understand the goals of studying this type of text based on the course objectives. Secondly, we must think about the value orientation of the text as a text selection from the text selection system of the entire textbook. Because it is necessary to consider an article The article is placed in the text selection system of the entire textbook. It not only has the teaching value of a single article, but also has local significance as a part of the system. "Secondly, the teaching reference used by the teacher can allow the teacher to clarify the teaching value of the text. Not much. Teachers must use their own knowledge and abilities to explore the teaching value. Are the things the teachers dig out correct? For example, I think "Porridge with North and South Flavors" can be described in a "total score" structure and multiple angles. , are these "above" contents correct? This deserves serious discussion. To this end, my idea is that we can give full play to the strengths of the lesson preparation team and the teaching and research team, and everyone can discuss the teaching value of the text, and everyone can supplement the content that is not included in the teaching materials. This kind of teaching is probably more scientific than the teacher's personal research. Much.
3. "Chinese Taste" focuses on improving students' Chinese literacy. Chinese literacy is the synthesis of many qualities in a person's Chinese language, including Chinese knowledge, Chinese ability, Chinese attitude, Chinese habits, Chinese methods, aesthetic taste, value orientation and other aspects. Fusion. When designing "Three Poems of Du Fu" (Climbing Yueyang Tower, Climbing High and Shihao Li), one of the teaching contents I set was to know the author's life and thoughts. At that time, in order to clarify the ideological content of the poem, I checked a lot of information and found an article by Professor Ye Jiaying on Du Fu's poems in Baijia Forum. In order to explain Du Fu's poems clearly, Professor Ye spent a long time talking about Du Fu's life. It made me realize that to understand "Climbing the Yueyang Tower" and "Climbing the High", one must know Du Fu's life. So I made a ppt courseware with the theme "'To Jun Yao and Shun, and then make customs pure' - a brief understanding of Du Fu's life from a few poems", and shared the stories of Du Fu's life with the students whether they had learned it or not. Combined with Du's poems that I have learned, such as "Looking at the Mountains" and "Spring View" that I have learned, and "Military Chariots" that I have not learned, etc., this will pave the way for students to learn poetry; at the same time, I also adjusted the order of learning, According to Du Fu's life, instead of teaching "Climbing the Yueyang Tower" and "Climbing the High" at the beginning of the text, after reading the ppt, "Shi Hao Li" will be taught first. However, the subsequent teaching content fell into the "quagmire" of talking about the theme of poetry. I won't go into detail here because it is irrelevant to the theme. Thoughts: Judging from the book "New Curriculum Standards and "Chinese Teaching Content"" on how to teach specific chapters, I think my teaching method is still feasible, because students have almost no idea of ??who is what, and how to appreciate poetry I don’t know why, but if we just ask him to recite it by himself with simple requirements, it may cause students to be disgusted with poetry. Therefore, for classic literary works like this, we should explain them thoroughly based on whether students can accept them. Qing, so that students can read this poem in many aspects and increase their knowledge of Chinese language. You can also have knowledge about how to appreciate poetry, such as appreciating the beauty of language, imagery, phonology, etc. of poetry, and what to focus on when teaching poetry appreciation, etc. We can also use the entire Tang poetry unit as a whole to explain how to appreciate Tang poetry, and how to appreciate different poems. Use poetry to improve students’ Chinese literacy. The biggest influence this book written by Teacher Wang Rongsheng has on me is: when I am teaching, I can always consciously think of teaching this text and this unit of text. What do I want to give to the students? When teaching, I will tell students "what is the 'learning topic' of this lesson" to make the teaching content solid and effective. Although there are still many difficulties in establishing the teaching value of each lesson and determining the teaching content, I hope that this article can make everyone think, pay more attention to the "teaching value" of the text, and carefully explore what knowledge the text should teach students to acquire.
Finally, I would like to end this article by citing the opening paragraph of Jin Shengtan's review of "Water Margin" quoted by Dr. Wang in the book. I hope that under our guidance, students will not be like the "modern people" criticized by Jin Shengtan. They also can’t read: “Today’s people don’t know how to read, and they tend to misunderstand books easily. Therefore, the ancients’ books are full of successes and dissatisfaction, and they can’t pass down the parts they wrote.…, there are countless methods and countless knots. To be at a loss and just remember the deeds before and after, whether it is success or failure,..."