First, pay attention to the ability to improve the quality of thinking in reading.
(1) Guide questions and activate thinking.
Balzac said to the world, "it is meaningless to open all the keys to science ... and the wisdom of life is probably to ask why everything happens." Coincidentally, Tao Xingzhi also put forward in Creating Children's Education: "The starting point of inventing Qian Qian is to ask. Animals are worse than people, and they don't ask whether they are alive or not. Wise men ask smart questions, fools ask stupid questions. Manpower is better than nature, only in everything. " Obviously, the problem is the forerunner of learning. We should create an environment in Chinese class to stimulate students' desire to ask questions, use text resources to teach students how to ask questions, guide students to grasp difficult, contradictory and abnormal key issues, grasp the problems of articles, grasp the repetition of words and expressions in articles, ask questions related to the main content of texts, and ask questions from multiple angles and directions, so as to guide students to learn how to solve problems in multiple ways. In the teaching of Being Late, I guide students to master the whole sentence. "My father loves me very much, but he is very strict with me." Understand why the author uses such words and sentences. After reading the sentences describing Xiao Haiyin and his father's demeanor, movements and psychological activities, guide the students to discuss and solve the question "Why did my father hit me?" Obviously, Hai Yin angered his father before he was beaten, and then he guided his students to practice asking questions from multiple angles, thinking deeply about why his father hit me, and what would happen if he didn't? Learn more about his father's inner world; Finally, grasp the details of a flower jacket and a copper coin that my father gave me, and guide the students to recall their previous doubts. Through the dialogue between teachers and students and the communication between students, I formed a correct understanding of the text in the collision of thinking, and felt the image of a father who loves children and is strict in discipline. Judging from the students' performance, they have basically reached the stage of high school: "In discussion and communication, they dare to put forward opinions and make their own judgments." In questioning again and again, students' thinking quality has been developed and improved.
(2) Text dialogue, reading comprehension.
Chinese teaching is a poem, a poem full of passion, and Chinese class should reflect "the sound of books is bright and affectionate". The general goal of curriculum standards requires students to "learn to use a variety of reading methods". Reading is the premise of understanding and feeling, and deep feelings are based on in-depth reading and positive thinking. The more you read and think about the text, the richer your natural feeling will be. My hometown is in Beijing is an article with both quality and aesthetic feeling. In teaching, I stimulate students' emotions and let them feel the content of the text spontaneously. I grasp the beautiful paragraphs in the text, and let the students read alone, silently, freely and together, and get in touch with the language of the text in all directions. When students experience the beautiful scenery of Xishan, Kunming Lake and Great Wall through reading aloud, let them express their love and praise for their hometown through reading aloud. The implementation of these reading points is helpful to the formation of students' sense of language. Language practice and sentiment blend, and the sentiment in reading can promote students to read good books. In teaching, many ways are adopted, such as demonstration reading, students' independent reading, silent reading, cooperative reading between teachers and students, synchronous reading and music reading. Teachers do not need to explain too much, so that students can feel the meaning of the text in reading, guide students into the text, and deepen their understanding, feeling and thinking of the article in the process of dialogue with the text, which is influenced by emotions.
(3) Start with imagination and enter the country.
Imagination is a re-creation process in which students turn words into images. In teaching, guide students to enter the language, spread the wings of imagination, form vivid pictures in their minds, and then guide them to imagine themselves as characters in their works. In this process, students imagine according to the language, enter the author's heart, experience emotions more deeply, and get edified and infected. Through reading aloud, we can further taste the charm of the language, truly highlight the characteristics of the language, and obtain unexpected good results. In the teaching of "Two Springs Reflecting the Moon", I let the students live from "A Bing is blind, wearing sunglasses all day, playing the Hu Qin and buying artworks". . . . . "In this description, imagine A Bing's life, and then realize his bumpy fate, and realize that A Bing expresses grief and life sentiment through the piano. On this basis, he guides students to understand the situation and feelings in reading, thus activating people and things in the text. Only in this way can students be "colorful" and experience the emotion flowing in the author's heart.
Second, taste the language and learn aesthetics and cultural inheritance through accumulation.
There are many beautiful articles in the textbook, which provide good examples for students' language practice and should make full use of their value. The Goddess Chang'e flying to the moon, a folk story, has been handed down from generation to generation since ancient times, because it contains touching beauty! When teaching this text, I focus on reading the language and fully feel the characters, so as to bring children into the rich inner world of the characters, gain emotional edification and spiritual purification, and understand the true meaning of beauty. The text is entitled "the Goddess Chang'e flying to the moon". Before the lecture, I carefully read the interpretation of this text by Zhou Yimin, a special teacher in Jiangsu Province. He grasped another level of "beauty", magnificent, soft, beautiful, sweet and sad … to learn this text. I think this design is very creative, but I think our children may not understand the "softness", "sweetness" and "sadness" as accurately as the children in the city. Therefore, when I designed this lesson, I repeated the text according to the requirements of the exercises at the back of the book, grasped the order of things, and took "outsmarting Feng Meng-the Goddess Chang'e flying to the moon-Houyi chasing his wife-wishing for Chang 'e" as a clue. I took the Goddess Chang'e flying to the moon as the key part, and Chang 'e swallowed the fairy medicine. What happened? By reading the music in the sixth section, take the children directly into the "the Goddess Chang'e flying to the moon" section. Beautiful words and beautiful pictures. When Chang 'e became light, she flew out of her warm home and familiar village, flying higher and higher. How beautiful and helpless it is, how desolate and beautiful it is, and it is a sad beauty. Let the children feel the inner world of the characters through the imagination of the picture and the rendering of music. Let the children taste the beauty of this passage, the beauty of the environment and the beauty of Chang 'e's heart through the overlapping words "fluttering" and "blue" in this passage.
Secondly, make more use of extracurricular resources, let students accumulate more beautiful languages, and sow the seeds of traditional culture to students through theme reading, reciting ancient poems and classics of Chinese studies, and appreciating beautiful paragraphs.
Third, acquire a language, and learn to use and create while practicing writing.
Reading is absorption and accumulation, while writing is internalization and application. Only by "accumulating" in reading can writing be "refined", so reading teaching must strengthen the combination of reading and writing. The textbook of Beijing Normal University provides a space for the combination of reading and writing, and provides a good example for students' writing. After the first-year students have learned the poem "I am happy", it is timely to guide them to practice writing: think, children, who else is happy? The child said, "I am a little turtle. I can swim in the water. I am very happy." I am a small tree, I will bear fruit, I am happy "and so on. After learning the part describing the bustling market in the Riverside Scene at Qingming Festival, let the students imitate the lively scene of the flower show in the old street. After learning Grandpa's flute, arrange the students to write the scene of being alone at home at night. Students learn to write from the text, and when they have something to write, they often have a stroke of genius. In writing practice again and again, students learn to use language and create exquisite language.
Fourth, explore practice and improve Chinese literacy in diversified activities.
1 Go into the teaching materials, carry out practical activities and provide a display platform.
Chinese curriculum should be devoted to the all-round formation and development of students' Chinese literacy, and should pay attention to cultivating students' Chinese practical ability. The inquiry practice in textbooks provides a good platform for students to show. For example, in the sixth grade, the investigation report on flowers and life was published in the first volume. In groups, students first determine the contents of their own investigation, make a good activity plan, and then work in groups: collect materials, write investigation reports, prepare plans, etc. Finally, the activity was shown. In this practical activity, every child actively participated in it, went to the library and the Internet to find information, interviewed parents and neighbors, compiled children's songs, painted flowers and so on. Finally, the children of each group made a report in class: detailed information introduction, colorful recitation, melodious singing, wonderful painting ... applause broke out from time to time in class. In this activity, children have increased their knowledge about flowers, broadened their horizons and naturally exercised their abilities.
2. Go out of the textbook, let students expand their reading in practice and improve their comprehensive Chinese ability.
It is impossible for students to learn to express themselves only by a few articles in textbooks. Therefore, we should not only bring students into textbooks, but also take students out of textbooks, expand reading scope, strengthen Chinese practice activities and improve students' comprehensive Chinese ability. This can be done both inside and outside the classroom. In class, every Chinese class will set aside 3 to 5 minutes for students to develop reading materials related to this text or do some experiments related to this text. Teachers can also provide relevant information and materials, so that students can have new feelings and experiences, thus enhancing students' Chinese practice ability and improving Chinese literacy in a subtle way. Strengthen extracurricular reading and practice after class. Practicing Chinese and life, such as "listening to the beauty of music, discovering the beauty of painting, appreciating the beauty of art, the beauty of nature, the beauty of science, the beauty of society and the beauty of life, can all be obtained from Chinese learning. Conversely, they are all ways to improve Chinese literacy. " Therefore, when guiding students to carry out extracurricular activities, teachers should take every opportunity to create a "language and culture" life situation for them: running for class cadres, speaking three minutes before class (commenting on class life, communicating what they have seen and heard in life, astronomy and geography, ancient and modern China and foreign countries), holding thematic class meetings, class meetings, reading, reading newspapers, listening to the radio, participating in competitions in literature, sports, science and technology, etc. Even reading classics, making friends, chatting, playing QQ space, sending WeChat, writing compositions and writing travel guides ... can make Chinese life, let students experience the help and fun that Chinese learning brings to life in the life of "language culture", and let Chinese learning and life application promote each other and improve together.
In these teaching attempts, I realized that Chinese is a practical course. Only through repeated practice and continuous improvement of students' comprehensive application ability can Chinese core literacy take root in teaching.