First of all, we should correctly understand the essence of Chinese curriculum. If the nature is accurate, the direction of Chinese teaching will be clear. With the right direction, Chinese teaching can fundamentally change the current situation of "time-consuming and inefficient" and establish an effective Chinese teaching model.
(20 1 1 Edition) The revision of Chinese curriculum standard states in the part of "The nature of curriculum" that Chinese curriculum is a comprehensive and practical course for learning the use of language and characters.
This proposition mainly expresses two meanings:
1. Explain that Chinese is a course of "learning the use of language and characters", and the goal and content of the course must revolve around "the use of language and characters".
2. This shows that Chinese class is practical and comprehensive.
Compared with the experimental draft, the 20 1 1 version of the curriculum standard is more clear in the expression of the nature of Chinese curriculum, and repeatedly highlights the concept of "the use of language and characters", which involves the core and essence of Chinese education and makes a directional guide for Chinese teaching in the future. As Chinese teachers, all of us have the obligation to thoroughly understand and master the fundamental nature of Chinese curriculum, and make clear what the subject we teach and the significance of students learning this course. Only in this way can we focus on "the use of language and characters", and the goals and contents of Chinese teaching in the future must revolve around this core, and all kinds of teaching actions and behaviors should also point to this core. Next, let's learn the teaching objectives of the third reading of the curriculum standard.
Unscramble the third reading goal and find the correct teaching basis.
Teacher Cui Luan said, "To implement the three-dimensional goal in the classroom, students should be proud, and students should be allowed to speak, so that they will get the right method and ability." Next, we try to understand the reading goal of the third issue from three aspects: "complacency, speaking out and learning methods and skills".
(1) words and phrases
1. Ao: It is required to infer the meaning of related words in the text.
2. It is said that it is required to distinguish the emotional color of the text and understand its expression effect.
These two points are the important goals of the third sentence learning. These goals are to integrate sentence learning into the cultivation of reading ability. The learning process should take into account literal meaning, emotion, tone and intention to prevent a large number of isolated sentence training from being separated from the reading process.
3. Learning methods and skills of words: being able to infer the meaning of related words in the text in connection with the context and one's own accumulation.
What is worth noting here is the reference to "speculation" in the goal. Inference is a kind of speculation and inference, which is restricted by context; Second, rely on the reader's language sense intuition, that is, language sense; Third, rely on your own experience and accumulation. Reasoning ability is an important reading ability, and many problems people encounter in reading are mostly solved by using this practical ability, so we should pay attention to cultivating students' reasoning ability in reading teaching.
chapter two
1, complacency: it requires understanding the author's thoughts and feelings (the overall goal of reading, that is, the * * * sexual goal). In addition, the reading goals of different styles are also stipulated: reading narrative works, understanding the outline of events (that is, the main content), expressing one's feelings such as love and hate, reverence, yearning and sympathy (the feeling of reading is actually the emotional goal of the article). Read poetry, grasp poetry as a whole, imagine the situation described by poetry, and experience the emotion of the work. Reading an explanatory article can grasp the main points (that is, what aspects of things are explained in the article). Reading simple discontinuous texts should be able to find valuable information from the combination of pictures and texts.
2, it is said that: reading requires understanding the expression order of articles, and initially understanding the basic expression methods of articles (this is the * * * goal of reading). Read the explanatory article to understand the basic explanation method of the article.
3. Learning methods and skills of the text:
(1) Comprehensive use of reading methods such as reading aloud, silent reading, skimming, browsing and reading aloud.
Because whether intensive reading or skimming, teaching is not a single use of a certain method, but a comprehensive use of different methods according to the requirements of reading. Teachers should make proper arrangements for this, so that the purpose of each reading is clear and the method is proper, which can reflect the gradual deepening of text learning.
(2) emphasize the overall perception
Looking at the teaching objectives of reading in the first to third periods, I found that the expressions of these objectives have a similarity, that is, the reading behavior should start from the whole article, which is what we often call "overall perception". Reading is like reading people. For example, when we first met a stranger, how did we get our first impression of him? It must be an intuitive overall impression and a comprehensive impression, and it will not come from an individual's specific analysis of his five senses. In this process of overall perception, students get the overall impression of the article. After we have a general impression of the article, we will analyze each part in detail and finally return to the whole, which is our common "whole-part-whole" classroom structure.
(3) Adopting different reading strategies according to different styles. Different styles, due to different expressions, skills and writing purposes, readers will inevitably adopt different reading strategies in the reading process. The content of the proud and eloquent part of the curriculum standard actually implies the reading strategy of the article. According to the reading goal of the third issue, the styles of teaching materials can be roughly divided into three categories: one is descriptive articles, and the strategy of reading such styles is to understand how the author introduces the characteristics of things by using explanatory methods; Second, narrative, the strategy of reading this kind of style is to understand the outline of the event and grasp the key scenes and details to achieve it; The third is poetry. The reading strategy of this style is to reproduce the situation of poetry through imagination, so as to deepen the understanding of the thoughts, feelings and artistic expression of poetry.
③ Punctuation marks
1. Understand the different usages of pause and comma, semicolon and period.
2. Punctuation learning methods and skills: Understanding the text through experience.
Curriculum standards require us to understand the usage of punctuation marks in the process of understanding the text. This formulation not only regards punctuation as knowledge, but also as a means to understand the content of the text and express the author's feelings.
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