Keywords language and writing ability training
With the deepening of the new curriculum reform, the author has been thinking about the quality of Chinese education. I always believe that no matter how Chinese education is reformed, it should take improving students' language use ability as the basic task and goal, and evaluating whether Chinese teaching is effective should also be based on the level of students' use of language after learning Chinese. Teacher Wang Yizhou, a famous special-grade teacher, once said: "The taste of Chinese is an acre of land that contains the essence of Chinese." The noumenon of Chinese is obviously not the content carried by language and literature, that is, "what to learn", but what kind of language is used to carry these contents, that is, "how to learn", which is unavoidable in Chinese teaching. In fact, what Mr. Wang Yizhou wants to emphasize is that Chinese teaching should be based on learning language expression skills and improving expression ability. So how should Chinese teachers improve students' language expression ability in teaching? The author believes that we can practice from the following aspects.
First, the teacher demonstrated the subtle influence of infection.
Teachers' behaviors and words always exert a subtle influence on students, and often become the objects of students' imitation and learning. Therefore, teachers' teaching language should be tempered to give students a good demonstration effect. Yu Yi, a famous special-grade teacher, once said: "Although the teaching language of teachers belongs to daily spoken language, it is different from the vernacular. It should be processed spoken English, which is different from what is said casually in daily conversation. The teaching language should not only have lively spoken language tempered by the people, but also have beautiful and rigorous written language. In the classroom, students are exposed to a beautiful cultural atmosphere and a rich language environment, and they are educated and infected. " In fact, Mr. Yu not only put forward the problem of tempering classroom language, but also put forward that teachers' teaching language should be standardized, accurate, elegant and poetic. Then as a Chinese teacher, we should avoid the dullness, boredom and rigidity of the teaching language, and strive to be vivid, elegant and beautiful on the basis of standardization and accuracy, so as to show the aesthetic personality of Chinese teaching. In this way, students will unconsciously enrich the accumulation of language, develop a good sense of language, and even stimulate students' interest in consciously learning language expression.
The author once read a teaching record of Moonlight on the Lotus Pond, in which the teacher's poetic language left a deep impression on people. When analyzing Moonlight in the Lotus Pond, the teacher blurted out a few words: "Moonlight is misty, sir/there are flat footprints/the moonlight melts into the lotus pond/playing the piano with lotus notes/wandering since that night, a mood/a dream of washing teenagers" to talk about it and reproduce it. At the same time, it virtually improves students' language expression literacy.
Second, relying on the text, learning and improving in reading teaching
Mr. Lv Shuxiang once said: "The main task of Chinese class is to cultivate students' Chinese ability, not to impart knowledge. Mr. Ye Shengtao once pointed out: "This subject pays equal attention to listening, speaking, reading and writing. "What they say essentially means that Chinese teaching should attach importance to students' ability to use language and writing. How should Chinese teachers rely on the text organically in reading teaching to guide students to learn to express themselves?
1. Set questions skillfully to stimulate students' desire to express themselves.
The new curriculum standard of Chinese advocates heuristic and discussion teaching methods. How to inspire and discuss the content involved in asking questions. The purpose of asking questions is to activate students' thinking, stimulate students' interest in learning and exploring, and stimulate students' desire to express, so that students can realize it and express it. Therefore, teachers should be careful in asking questions, so as to achieve the effect of stirring up a thousand waves with one stone. We often ask this question in Chinese class: "If you express it, what would you say?" "Can you express it like this?" "Have you thought of a better expression?" "See how the author expresses it?" "What are the characteristics of this sentence in expression?" Such questions can not only arouse students' desire for expression, but also subtly remind students that expression is the need of life. For example, when Mr. Yu Yingchao was teaching winter in Jinan, he put forward the words "treasure land", "warm sunshine", "miracle", "landscape", "charity" and "ideal realm" for the first time. Which one is the most suitable to summarize the characteristics of winter in Jinan? This problem can not only guide students to look at the text as a whole, but also provide students with more room for thinking, thus effectively stimulating students' desire to express their views.
2. Read the beautiful paragraphs (sentences) carefully and realize the beauty of expression.
Texts compiled in textbooks are often model essays with both literary talent and aesthetic feeling. Teachers should guide students to savor exquisite paragraphs (sentences), appreciate the meaning and aesthetic feeling expressed by the author, and consciously cultivate students' ability to feel the beauty of language, thus mobilizing students' enthusiasm for expression. This is the duty of a Chinese teacher. When Mr. Yu Yingchao was teaching winter in Jinan, he set up a "close reading" section (reading "The most wonderful thing is a light snow ..."). All the problems that Mr. Yu wrote and designed around this beautiful landscape can stimulate students' aesthetic experience and effectively improve their ability to use language. Teacher Yu's question is: 1. Give this passage a poetic title. 2. Circle a word that runs through the paragraph like a clue. 3. Use the level of "points" to show that you have understood the subtle structure of this text. 4. Tell me why the words "top" and "embedded" are used well. 5. (Optional) Tell me about the beauty you found in this article. 1 The title aims to guide students to understand the beauty of the picture presented by this passage as a whole and cultivate their ability to express this picture poetically. 2.3 The two questions are to help students grasp the structural beauty of this passage from the perspective of clues and levels, and learn the expressions with clear lines and distinct levels. The fourth problem is to let students read and taste the beauty contained in it from the perspective of choosing words and phrases, so as to appreciate the beauty expressed by the author and learn the ability to use words and rhetoric. In question 5, Mr. Yu designed an open question for students to talk about the beauty of this passage, to inspire students to read the text independently, to explore the skills of language expression in the text independently, to appreciate the charm of language expression and to express their reading feelings freely.
3. Combine reading and writing to improve the expressive force of language.
In reading teaching, teachers should fully explore the language materials in the text, make the text an example for students to learn to use language, and let students transfer the expression of reading materials. Many Chinese teachers have made many attempts to improve students' language expressive force, and summed up the methods of beautifying language: skillfully using various rhetoric, making good use of various sentence patterns, paying attention to detail description, carefully choosing words and so on. These methods are all good, but if they cannot be combined with the specific context of the article, teaching will become superficial, which is far from improving students' ability to use language. Teacher Yu Yi said, "Reading is absorption. The richer the absorption, the stronger the expressive force. " In teaching, many literary works can inspire students in one way or another in language expression. For example, when a teacher was teaching the article "Looking at the Lake Pavilion Snow", the teacher first asked the students to read this sentence: "There is only one mark on the long embankment, one point on the lake pavilion, one mustard seed has Yu Zhou, and there are only three or two people on board". After reading it again and again, the author's unconventional language use and line drawing techniques have created a vast world and people like a drop in the ocean, and then set up a "situational writing" link.
After the students tried to rewrite it, they presented the sentence "Summer is too heavy/Autumn is too cicada/Today is a light snow" in Love's Light Snow Today. In this way, through the practice of rewriting, reduction and comparison, students will undoubtedly form a certain expression ability in the impact of intuitive comparison, and will also put forward higher requirements for their own language expression.
★ Author: Nanyang Middle School, Yancheng City, Jiangsu Province.