The new curriculum calls for new classrooms, which need new designs. The new Chinese teaching design is the optimization and materialization of Chinese teachers' teaching ideas, thinking process and teaching art, which is both scientific and artistic. The so-called scientific nature requires that Chinese teaching design should follow the Chinese teaching rules and the characteristics of students learning Chinese, reflect the stage objectives, be suitable for students' reality and have a guiding role in actual teaching. The so-called artistry means that Chinese teaching design should be refined, perfect, effective and original. The dialectical unity of science and artistry is the essential feature of Chinese teaching design, and it is also the basic requirement for teachers to design Chinese teaching.
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First, what kind of Chinese classroom does the new curriculum call for?
The new round of Chinese curriculum reform has put forward many new and higher requirements for text teaching. To sum up, it is mainly manifested in cultivating "five kinds of people": those who are interested in learning Chinese (interest first, happiness first), those who can learn Chinese (guidance on learning methods is the most important thing), those with cultural background (accumulation of feelings is particularly critical), those who are good at using Chinese (combination of learning and application), and those who have the quality of lifelong sustainable development (three-dimensional goal, three-dimensional advancement) to realize the cultivation of "five kinds of people"
(A call for a happy Chinese class
Happy teaching is a successful teaching practice, and it is a basic idea of the new curriculum to let every student enjoy the happiness of learning. Confucius, a famous educator in ancient China, said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Being good and happy means that students are enthusiastic, curious and have fun in learning. Soviet educator Suhomlinski said: "The first golden rule of education is happiness." How can we give students a happy lesson? On the premise of establishing the concept of "zero" in classroom teaching (namely, zero distance of emotional communication, zero difference of teacher-student interaction, zero loss of teaching benefit and zero utility of examination evaluation), teachers are required to achieve the following "three sufficiency" in the process of teaching implementation:
1, which is full of fun and makes students enthusiastic about learning.
Interest is the forerunner of entry, and enthusiasm is the inexhaustible motive force. In order to make a class "students blush, their eyes shine, their hands are straight and their mouths are always open" and make the class truly a paradise for students to learn, we must give priority to stimulating interest and mobilizing enthusiasm.
2, full of incentives, so that students can study with confidence.
Inspirational language is like an inspiring horn, which can inspire people and enhance self-confidence. For a long time, most of our education is critical education and critical education. Children will not be soft when they make mistakes, and they will be criticized when they make mistakes. In essence, they are not treating students, but treating the enemy. Nowadays, education should be full of incentives. Jia Zhimin, a famous primary school Chinese teacher, put forward one of the "two-oriented" (focusing on motivation and training), that is, "focusing on motivation". So, how to make teaching full of incentives and make students have confidence and security in learning? Three strategies are mainly adopted: ① the principle of ensuring students' "no mistakes" and evaluating students from multiple angles; (2) the principle of democracy and equality, more dialogue and discussion with students; (3) the principle of respecting students' personality, not being sarcastic, not embarrassing students, and not hurting students' self-esteem. At the same time, teachers are encouraged to adopt inspiring classroom language. For example, to promote its success: "You think so well! Give everyone a good start "; I hope it will succeed: "Don't worry, think again, you will remember"; Help it succeed: "Your idea is good, can you make it clear?"
3, full of appreciation, so that students can study easily and happily.
Appreciation can make people happy, broaden their thinking and inspire; Only by trusting, respecting and understanding students can we appreciate them. To appreciate students, we must kneel down to see them and carefully capture their bright spots; To appreciate students, we must tolerate them and show them the way forward in tolerance. At the same time, teachers are required to appreciate and expect more in classroom evaluation-treat each student well, appreciate the uniqueness of each student and appreciate their slight progress in answering questions; Appreciate the efforts and goodwill of every student; Appreciate every student's questioning of textbooks and surpassing teachers.
Never say "you can't" to students. To say that students can't do it means that schools can't do it and teachers can't do it. It is the schools and teachers that should be reviewed. Someone asked a Japanese teacher, "Who is the worst and the dumbest in your class?" The teacher said: "I don't know, there are no worst students in our class, let alone stupid students, only students who perform well in different aspects." If each of our teachers has enough patience, we can understand the advantages of each student, appreciate each student's personality and share the happiness of each student's success. Appreciation is a kind of kindness, and learning to appreciate should be a virtue of being a man! Don't be stingy with our praise, even the smallest progress of students!
(B) Call for dialogue in the Chinese classroom
Dialogue teaching is a new teaching form under the background of the new curriculum, which is based on communicative dialogue, relative to the traditional monologue teaching. Klingberg, an educational theorist, pointed out: "In all teaching, there is dialogue in the broadest sense ... No matter which teaching method is dominant, this interactive dialogue is the essential symbol of excellent teaching." At present, dialogue has gone beyond the original linguistic category and become a kind of consciousness or philosophy that permeates all human behaviors. It not only refers to the equal communication between people through language, but also includes the understanding or reflection between people and texts and between people and themselves. In this sense, dialogue teaching mainly has three forms of classroom practice: verbal dialogue, understanding dialogue and reflective dialogue. Speech dialogue refers to the teaching dialogue with speech as the main form, which can be divided into teacher-student dialogue and student-student dialogue; Understanding dialogue refers to the mutual understanding and interpretation between people and texts, including teacher-centered dialogue and student-centered dialogue; Reflective dialogue refers to self-dialogue between teachers and students with self-reflection as the main means. In the classroom, several forms of dialogue are closely related and influence each other, which together constitute a complex form of dialogue teaching practice. According to the new educational concept, Chinese teaching in dialogue state is mainly composed of student-based dialogue, teacher-student dialogue and students' autonomous dialogue, which has four remarkable characteristics: harmonious teacher-student relationship, students' active participation, facing the broad life world and tapping unlimited innovation potential. Therefore, in order to give students a dialogue classroom, Chinese teaching must grasp three dialogue States and highlight four remarkable characteristics:
1, student-based dialogue, full perception-let students talk to the text and let students improve their perception continuously.
Student-based dialogue refers to students' reading and understanding of the text. The Chinese Curriculum Standard for Compulsory Education points out in the Reading Teaching Suggestion: "Reading is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience; Reading teaching is a dialogue process among students, teachers and texts. Reading is students' personalized behavior. Teachers' analysis should not be used to replace students' reading exercises. Let students deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities. We should cherish students' unique feelings, experiences and understanding. " Students' reading of the text is regarded as a dialogue, and students' sense of participation in the reading process is emphasized, so that they can integrate their personal feelings with the meaning of the text in active participation and generate various text meanings with students' personality together with the text. The so-called "a thousand readers have a thousand Hamlets" is the clearest description of this interpretation.
2, teacher-student dialogue, rich guidance-let students talk to teachers, let students make continuous progress under the guidance.
As a state of Chinese teaching, the dialogue between teachers and students can not be simply understood as a question and answer between teachers and students in Chinese class, but contains mutual listening and speaking in education. It needs to open its spiritual world to each other, so as to gain spiritual exchange and value sharing. Therefore, the dialogue between teachers and students in Chinese teaching is the mutual communication between teachers and students, which is not only manifested in question and answer, but also in exchange and discussion, monologue listening, appreciation and evaluation.
3, dialogue between students, interactive communication-let students talk to students, let students develop in communication.
Cooperative learning theory holds that student-student dialogue is a valuable human resource with great potential in the teaching system and an indispensable factor for the success of teaching activities. Because the dialogue between students and students endows teaching with strong emotions and can fully meet the psychological needs of students; Life-to-life dialogue provides opportunities for everyone to express their views and listen to others' opinions, which can make students really become schoolmates. There are three main forms of life dialogue: discussion, question and answer and debate.
In short, Chinese teaching under the background of the new curriculum should no longer be one-way teaching and examples, but equal dialogue and cooperative exploration. Because the status of dialogue is equal, the atmosphere is democratic, the content is "non-preset" (open and dynamic), the goal is "inaccurate", the feelings are real, and the method is "non-indicative", so dialogue teaching has at least four remarkable characteristics or advantages compared with our traditional domestication teaching state: it has a harmonious teaching atmosphere, can encourage students to actively participate and can face the broad world of students.
(C) Call for the opening of Chinese classes
The openness of teaching pursued by the new curriculum is mainly reflected in the openness of teaching concepts, teaching contents, learning methods and teachers' mentality. The Chinese Curriculum Standard for Compulsory Education points out in the Basic Concept of Curriculum: "Chinese is a mother tongue education curriculum, and learning resources and practical opportunities are everywhere. Students should be more directly exposed to Chinese materials and master the rules of using Chinese in a large number of Chinese practices"; It is necessary to "strive to build an open and dynamic Chinese course, broaden the fields of Chinese learning and application, pay attention to interdisciplinary learning and the application of modern scientific and technological means, so that students can broaden their horizons, improve their learning efficiency, and initially acquire the Chinese practical ability needed by modern society." It is pointed out in the Teaching Suggestion that Chinese teaching should "communicate inside and outside the classroom, make full use of educational resources such as schools, families and communities, carry out comprehensive learning activities, broaden students' learning space and increase students' Chinese practice opportunities." The "three transcendences" of Chinese teaching reform are beyond textbooks, classrooms and teachers. In order to give students an open classroom in teaching, we must implement the open strategy in teaching time and space, teaching class type and teaching content.
1, the opening of teaching time and space-expanding learning time and space, allowing students to learn Chinese anytime and anywhere.
The teaching time and space of traditional teaching is closed. Teaching begins and ends with the bell after class, and the teacher enters the classroom to indicate the beginning of teaching. There is no strict starting point and end point for open teaching time and space, which includes: ① the time and space of the classroom is open to the class. For example, if the teaching content is announced to students before class, students can preview new lessons by looking for information and collecting information, so as to have a dialogue with teachers, peers and texts in class, so that the classroom can truly become a place of autonomy, cooperation and exploration. Especially in composition teaching, if students are given 1~3 weeks to prepare topics, topics and topics in advance, then in composition class, students will be full of thoughts and "write wonderfully". (2) The time and space of the classroom is open to the class. The ringing after class is by no means a stop of teaching and learning, but a new starting point for further exploration. The traditional closed teaching is to solve all the problems in the classroom, while the open teaching advocates bringing the problems out of the classroom and into life. such as
Teach groundnuts with case fragments and let students discuss in class: the similarities and differences between groundnuts' quality and the needs of modern society, what kind of person do you want to be? Teachers don't give unified answers in class, so students can interview local ordinary workers, advanced workers and model workers after class, and lead the discussion on outlook on life and values to a broader space and time.
2. Offering teaching classes-innovating learning forms to enable students to learn Chinese vividly.
The open teaching classroom mainly contains two meanings: one is to liberate teachers from the traditional teaching mode and build an open teaching classroom; The other is not to engage in unified teaching classes, to encourage teachers and students to build a dynamic classroom, to encourage a hundred flowers to blossom, to encourage contention and to encourage experimentation.
The following are several types of open teaching:
① Question: The operating procedure is "Students ask questions → read with questions → try to discuss → communicate in large groups → solve doubts and doubts".
② Discussion: The operating procedure is "Show discussion topics → Directional learning materials → Group discussion → Class communication".
③ Debate: The operating procedure is "learning new textbooks → determining discussion topics → preparing in groups → debating in two groups → summarizing teachers and students after the debate".
④ Teahouse style: The operating procedure is "preview the teaching materials before class → talk about opinions in all directions → teachers' appropriate comments".
⑤ Group style: The operating procedure is "self-trying to learn → exchanging experiences in groups → speaking by group representatives → selecting excellent groups".
⑥ Interview: The operating procedure is "the teacher clearly puts forward the interview requirements → the individual (or group) interviews the relevant personnel → writes the interview record → reports the interview situation → draws the interview conclusion".
⑦ Theme: The operating procedure is "Clear the theme before class → Collect materials separately → Fully express ideas → Discuss the theme between teachers and students".
⑧ Presided over the meeting: The operation essentials are: "Students act as the program host, teachers retreat to the second line as the director, and the whole class is presided over by students, asking questions online, answering questions and asking questions, fully mobilizing students' learning enthusiasm and maximizing their potential".
3. Opening the teaching content-developing learning resources to enrich students' learning content.
The new curriculum replaces "syllabus" with "curriculum standard", which determines the openness of teaching content. In the past, teachers' teaching was based on the subject syllabus and only paid attention to the output and input of subject knowledge itself. The purpose of teaching is to complete the teaching of teaching materials. The curriculum standards born in the new curriculum reform pay attention to the description of the basic standards that students should reach in a certain learning period, but do not make rigid provisions on the means and process of achieving the goals, especially the order of knowledge and what to teach in each class, which provides a broad space for the diversity of teaching materials and the creativity of teachers' teaching, and creates a better environment for reflecting and satisfying the differences in students' development.
The open curriculum view of the case fragment holds that teaching materials are only a medium and carrier of teaching, and there are inexhaustible curriculum resources around teachers and students, so teachers should be good at discovering and using them: 1. Make good use of books with words, including textbooks (guiding students to read and use textbooks well is the main task of classroom teaching, and teachers should change from textbooks to creative use of textbooks to make them useful for teachers and students' teaching and learning), extracurricular books (how many scholars in ancient times said: "Three points?" The road of "open reading and innovative composition"-"three-track reading": "one track" reads textbooks well, "two track" reads extracurricular books designated by the school, and "three track" reads extracurricular books that students like; Innovative composition: Out of the closed circle of propositional composition, the junior grade mainly creates fairy tales, the middle grade mainly creates children's stories, and the senior grade mainly creates children's novels, so that students can fly the wings of imagination and imagine innocence, childlike innocence and childlike interest. The second is to attach importance to books without words, because teaching comes from labor and life and should return to life. Life is a book without words, and life is a university without walls. We should always guide students to draw rich nutrition from life. Third, develop your own books, that is, develop school-based courses according to the characteristics of schools and develop students' personalities and specialties.
(D) Call for understanding of Chinese classroom
The Chinese Curriculum Standard for Compulsory Education points out in the Teaching Suggestion: "Reading is a personalized behavior of students. Teachers' analysis should not replace students' reading exercises. It is necessary for students to deepen their understanding and experience, feel and think, be influenced by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities. " In the Chinese Curriculum Standard for Compulsory Education, there are many psychological verbs that describe the process of Chinese teaching from a psychological perspective, such as "feeling, experience, imagination, experience, thinking and feeling". In fact, "perception" is more closely related to Chinese and Chinese teaching, and the psychological characteristics implied by the word "perception" reflect the psychological process of students in Chinese activities more truly and concretely. The reading of literary works, especially poems, emphasizes "sensibility, feeling and comprehension", and the reading of literary works emphasizes "ambiguity". We cannot use "one solution" to unify "multiple solutions" and deny "multiple solutions". We can't unify "self-solution" and deny "self-solution" with "human solution" (others' solution). This is especially true for poetry reading. The traditional teaching mode of telling poems word by word does not meet the requirements of the new curriculum, nor does it meet the cognitive characteristics of students and the laws of Chinese teaching. We should establish the teaching concept of "people-oriented, self-study since the enlightenment". Because of all the styles, the musicality of poetry is the strongest, and it pays great attention to rhythm and rhythm. Guo Moruo regards musicality as the life of poetry, and only chanting and reading can fully reflect the musical beauty of poetry. Therefore, reading aloud should be the main theme of primary school reading teaching, and "questioning, exploring, understanding and dispelling doubts in reading" should be the basic way of reading teaching, especially poetry teaching. There are three purposes for students to understand the classroom deeply:
1. Turn other people's emotions into your own emotions-experience them through perception.
Dou Guimei, a famous special-grade teacher, said: "Books can purify the soul and sublimate the personality. Therefore, some people say that reading will change your temperament, make you refined, and make you smart ... "Educator Professor Zhu Yongxin said:" Let students make use of the golden age of life memory to engrave the most classic and quintessential works of China traditional culture firmly in the depths of their hearts and melt them into their blood, and strive to make these works that condense the character and spirit of the Chinese nation and form the cultural foundation for children's lifelong development. We should believe that with the passage of time and the growth of children, a steady stream of clear water will be released to nourish their thoughts and sublimate their lives. "
(5) Calling for inquiry-based Chinese classroom.
The Chinese Curriculum Standard for Compulsory Education points out in the Basic Concept of Curriculum: "Students are the main body of learning and development. Chinese curriculum must be based on the characteristics of students' physical and mental development and Chinese learning, pay attention to students' individual differences and different learning needs, care for students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. " It can be said that the establishment and formation of diversified learning methods with the goal of fully mobilizing students' subjectivity and enhancing their creativity, promoting students' active and personalized learning under the guidance of teachers, and comprehensively improving students' comprehensive Chinese literacy and innovation ability are the focus of the new curriculum reform, as well as the difficulty and focus of Chinese teaching reform. Research-based learning is a comprehensive, autonomous and innovative learning activity conducted by students under the guidance of teachers. Giving students an inquiry class is conducive to overcoming the long-standing disadvantages of "emphasizing knowledge over ability, emphasizing conclusion over process, emphasizing imitation over innovation" in the classroom of basic education, and is conducive to meeting students' psychological needs for inquiry. Suhomlinski once said: "There is a deep-rooted need in people's hearts, that is, to feel like a discoverer, researcher and explorer, and this need is particularly strong in children's spiritual world." Teaching practice has proved that inquiry helps to awaken students' ignorance consciousness, effectively promote the best development of students' thinking ability, help students understand the internal relationship between knowledge and help students form a good personality. How can we give students an inquiry class or arouse students' inquiry?
1, stimulate the desire to explore-let students be willing to explore
2. Design inquiry questions-let students be good at inquiry.
3. Provide opportunities for inquiry-make students diligent in inquiry.
In short, the new Chinese curriculum reform requires us to focus on cultivating "five kinds of people", and effectively cultivating "five kinds of people" must start with building a happy, dialogue, open, understanding and inquiry Chinese classroom.
Second, how to design a new classroom effectively.
According to the new call and new requirements of the new curriculum reform, the effective design of the new Chinese classroom must start with a new understanding of the significance of teaching design, establish new teaching design ideas, pay attention to innovative design ideas, reform design methods, and pay special attention to the study of the overall teaching design strategy of theme units, so as to improve the scientific, artistic, practical and effective teaching design.