Teachers properly use various methods to expand and extend, which not only broadens students' knowledge horizons and enriches their extracurricular knowledge, but also cultivates students' ability to acquire knowledge, improves students' ability to collect and process information, sublimates students' emotions and makes students gain a lot. However, there are often some misunderstandings in the traditional Chinese classroom, which makes the expansion and extension become a non-native tree and passive water and lose its color.
First, avoid pursuing form and forgetting its essence.
Some extensions are in pursuit of a form. For example, when learning to write character articles, teachers usually ask students to go back and find people with similar experiences and hold a story meeting at class meetings as an extension. For example, in Helen Keller, people think of people like Zhang Haidi, but they forget to contact their study and life when telling their stories. I took part in a class called "Vienna, the city of music", and I didn't realize it was appropriate to expand this class until I finished it. This is the first class. In order to highlight "City of Music", I set up several classical songs in the courseware, and also interspersed with videos about Vienna. After learning the fourth paragraph, I let the students enjoy the video clip. It's a pity that most of this video shows the architecture of Vienna, so students only mention "Vienna is beautiful" and "Vienna's architecture is magnificent" when talking about their feelings, which has nothing to do with music and cannot return to the theme of "City of Music". In addition, at last, I arranged a small tour guide for students to introduce some distinctive cities. The arrangement here is also unreasonable. Because this lesson is not finished, I haven't finished introducing the characteristics of Vienna. Therefore, this link is set too early and should be placed in the second class to broaden students' horizons and exercise their oral English.
Second, avoid being divorced from reality and forcing it.
The article "Water" describes the preciousness of water from an unusual angle. Once, I went to listen to the first lesson of the text "Water". The teacher teaches naturally, and the atmosphere in the classroom is very active as soon as class begins. After combing the context of the article, the teacher first focused on "carrying water"
Teacher: When reading an article, you should read yourself as a character in the article.
(Students can read freely)
Teacher: Let's fetch water together. (Everyone stands up to carry water)
Teacher: Go, go, go, are you there?
Health: No.
Teacher: Where can I see it?
……
(rushing back)
Teacher: Is it easy on the road?
Health: It's hard to walk.
Teacher: How about it?
Health: My forehead is sweating and my clothes are soaked. ...
(Read the central sentence together again)
It is undeniable that the teacher grasped the key words of the article, which made the students experience the center and enlivened the classroom atmosphere, which can be said to be very lively. Finally, the homework shows that "write your own experience of carrying water around' It's really difficult to carry water'". I was surprised to see this homework. Nowadays, children in the city, who will carry poles and buckets to carry water? Did the performance of carrying water in class just now really count as carrying water? Can you write the taste of carrying water like this? On the contrary, the other kind is also "water". The teacher didn't pay too much attention to the active classroom atmosphere, but focused on trying to find out words and phrases. When it comes to adults and children taking a bath in the rain, they will naturally take out pictures of water shortage and drought in some areas for students to express their feelings. The homework after class is "choose one of the paintings and write a paragraph about' drought and water shortage'". This kind of homework makes students have something to say, and at the same time, they can imagine the author's environment and understand the meaning of "water has become the most precious thing in the village".
So how do we find a good way? I think we can:
First, compare reading and start from many places.
The new curriculum emphasizes that students should "learn to use various reading methods" to read. Mao Zedong said that only through comparison can we agree. Chinese is the literary expression of thinking. Only in the process of comparative appreciation can we find the contradictions between texts, distinguish their respective characteristics, realize the individuality of articles and promote the in-depth analysis of works. Jiangsu Education Publishing House published two ancient poems in Volume 23, Volume 2, Grade 5, entitled "Drunk Book at Wanghu Building on June 27th" and "Seeing Lin Zifang at Jingci Temple", both of which were written by poets in the Song Dynasty about summer. After studying separately, students can think: What are the similarities and differences between these two poems? Students will know that the same two poems are seven-character quatrains, but the difference is that one focuses on describing the characteristics of Xia Yuqing, like a landscape painting. The other is a classic work with pictures in poems and poems in paintings. Through the extreme praise of the beautiful scenery of the West Lake, I express my attachment to my friends. Students re-examine ancient poetry and gain a new understanding. And the teacher's goal before class will be sublimated.
Second, traction works, broaden their horizons
In Chinese textbooks, many texts are taken from some famous novels and essays. For example, "Lin Chong wants to flood" is selected from "Water Margin". After learning this article, children will have a strong interest and be shocked by the heroic spirit of the water margin characters. At this time, the teacher naturally chooses the story of Water Margin to make students interested in China classical literature and gain their own cultural knowledge after class. At the same time, teachers can also make full use of the relevant texts in the unit to stimulate students' reading interest. For example, the third unit of the fifth grade has Aesop's Fables. When teaching this text, the teacher should tell the students: "There are many such interesting fables in Aesop's fables. You can find them and read them." So as to adjust students' reading appetite. You can also arrange pre-reading guidance classes to help students make reading plans. You can also give one or two stories as an example to guide them to try reading. After reading, students can write simple reading notes, such as extracting famous sayings and aphorisms, writing post-reading feelings and so on.
Third, connect with reality and realize life.
The instrumentality of Chinese discipline determines that it should be an open discipline. In fact, the extension of Chinese learning is equal to life, and it is impossible to learn Chinese well if it is closed. Therefore, it is not enough to learn Chinese only in class. I try to move Chinese learning to the big classroom of campus, society and nature. Learn to do it five times, the content is "saving water", and put it behind the word "water", which shows the editor's good intentions. And when I was teaching that course, I happened to meet the "blue algae in Taihu Lake" incident. I have unspeakable surprises about this coincidence. I seized the opportunity at once. Some questions are preset in class, such as "How do you wash clothes and vegetables at home?" "What are the bad habits of wasting water at home?" At this time, student seminars are very active. After the exchange of students, I threw out another question: "Now there are cyanobacteria in Taihu Lake, and the water quality is getting worse and worse. The water is smelly and can't be drunk." What do you think of domestic water? "From the reflection on this issue, students must be more clearly aware of the importance of water conservation when thinking about their own lives and personal experiences. Really, only experience will lead to growth, and only personal experience will cherish it. This class has achieved the result I expected in advance. After class, the children really started to act.
Good extension can help students understand the center of the article more deeply, not to mention the classroom effect. Carefully designing the extension and expansion of Chinese classroom teaching will make Chinese teaching reach the wonderful realm of "no distractions in the heart, it is difficult for a gentleman to talk", and we only need a little flexibility and courage.