The design of elective courses is one of the highlights of the new curriculum reform. Its purpose is to better enable students to study selectively and lay the foundation for students' individualized development. On the basis of implementing the teaching objectives of compulsory courses, Chinese in senior high schools should give full play to the basic, selective and diverse characteristics of compulsory courses, and offer elective courses that are in line with students' interests, China characteristics and social development needs. So, how do we do this? The author believes that we can better find the idea of offering elective courses from the following six aspects.
(A) based on literary genre to open up ideas
Genre, in short, is the expression of literary works. Editing articles according to literary genres is a common method for compiling Chinese textbooks. This method, from the perspective of literary works, can well realize the order and complementarity of Chinese learning texts. Inspired by it, high school Chinese elective courses can also offer different genres, such as poetry, prose, novels, drama, etc., such as:
Poetry: selected reading of classical poetry, selected reading of foreign poetry, appreciation of Chinese and foreign philosophical poetry, etc.
Prose: Selected readings of China's classical prose, an overview of China's contemporary prose, selected readings of famous prose, etc.
Fiction category: appreciation of novels in Hong Kong and Taiwan, intensive reading of modern classic novels in China, selected lectures on Lu Xun's novels, etc.
Drama: intensive reading of movie scripts, selected reading of Chinese and foreign dramas, etc.
It should be noted that Chinese studies is a vast world. The idea of offering elective courses based on literary genre highlights the classification of works, but often ignores learners and learning methods. Therefore, it is difficult to realize the diversification of elective courses simply from this angle.
(B) an open mind based on basic abilities
Listening, speaking, reading and writing are the basic abilities that Chinese learners must form. The compulsory course of Chinese in senior high school covers the requirements of reading, appreciation, expression and communication. As an elective course, we can set up elective courses from this angle, and we can expand and improve them on the basis of compulsory courses to form a useful supplementary series. For example, you can set up an elective course like this:
Listening: appreciation of modern prose, selection of ballads and stories, appreciation of classical poems, etc.
Speaking: speech and eloquence, reciting basic knowledge, basic skills of speech, etc.
Reading: abstracts of Chinese and foreign famous works, selected readings of Shakespeare's plays, selected readings of science fiction, etc.
Writing: classical poetry creation, innovative thinking in writing, how to write news, etc.
The idea of setting up elective courses based on basic ability, focusing on listening, speaking, reading and writing, focusing on consciously cultivating students' Chinese ability, can improve students' Chinese quality as a whole, but it can't improve students' Chinese quality from a higher level. So it must be supplemented by other ideas.
(C) Open concept based on cognitive process
As a learner, there is a cognitive process accompanied by learning rules. The process of Chinese learning is a process based on individuals and gradually radiating to the outside world. In short, this cognitive process can be divided into these parts of personal natural social life. As an elective course, it can form a series, which fully embodies the people-oriented concept of starting classes, such as:
Personal: Know yourself, read autobiographies intensively, talk about Han Han, etc.
Nature: intensive reading of pastoral poems, appreciation of famous sentences of scenic spots, famous articles of famous mountains, etc.
Society: advertising word design, selected reading of economic prose, community culture, contemporary popular lyrics, etc.
Life category: intensive reading of Robinson Crusoe, selection of characters in Romance of the Three Kingdoms, female images in modern novels, etc.
The idea of offering elective courses based on cognitive process involves a wide range of fields, which is conducive to stimulating students' interest in Chinese, opening students' learning horizons and making Chinese closely related to students' lives. However, due to the complexity and diversity of the life world, we must pay attention to the scope of Chinese curriculum when setting it, and we can't set it at will, which will cause the curriculum to be outside the scope of Chinese learning, otherwise it will lose the basic characteristics of Chinese curriculum.
(D) Based on China's thought of knowledge openness.
Chinese knowledge is an important foundation for the formation of Chinese ability and the improvement of Chinese literacy. Chinese knowledge covers a wide range. In order to facilitate classification, it can be summarized into three aspects: language knowledge, literary knowledge and cultural knowledge. On this basis, different types of Chinese elective courses can be offered. For example:
Language: examples of commonly used rhetoric, appreciation of famous sentences, examples of language style, examples of classical Chinese grammar, classification and appreciation of idioms, Mandarin and Cantonese, etc.
Literature: article study foundation, writing knowledge, literary aesthetics, development of network literature, etc.
Culture: couplets, calligraphy, common sense of China ancient culture, structure and evolution of Chinese characters, folk festival poems, etc.
The idea of offering elective courses based on Chinese knowledge aims to lay a good foundation for students' Chinese from the knowledge level. This elective course is mainly taught by teachers. It should be emphasized that Chinese teaching should not unilaterally pursue the breakthrough of reading teaching and writing teaching, but ignore the accumulation of Chinese knowledge. We should make full use of elective courses to further consolidate students' knowledge base of Chinese.
(E) Based on the idea of setting up a learning theme
Theme learning is a hot topic in current teaching. In the process of Chinese learning, it is a common learning method to accept, discuss and explore through special topics, which is also the internal embodiment of the richness of Chinese content. The popularization of research-based learning has made many useful explorations in this respect. Taking this as a reference, when offering such elective courses, teachers should focus on the needs of Chinese learning and choose those meaningful and valuable topics to make Chinese learning more targeted and interesting, such as the following topics:
Write moon poems with ancient poems, talk about characters written by Jin Yong, ancient fables of China, the use of commonly used reference books in Chinese, Guangzhou food culture and so on.
The offering of special elective courses fully embodies the characteristics of development and flexibility of elective courses. When setting up, we should pay attention to the integrity and concreteness of the topic itself, and not necessarily pursue the systematicness between the topics, so as to break many rules and make the learning topics vivid.
(6) Type-based teaching ideas.
There are many types of Chinese teaching, such as lectures, activity classes, communication classes and appreciation classes. Different teaching types have different teaching methods and characteristics. According to these methods and characteristics, we can offer elective courses that meet the corresponding types, so as to encourage students to feel Chinese in many ways and learn to use different Chinese learning methods, such as:
Lecture: Basic knowledge of logic, Confucianism, Buddhism, Taoism and China scholars, introduction to aesthetic knowledge, etc.
Activity class: interview and editing, performance of famous plays and sketches, etc.
Communication: I watch social hotspots, review XXX programs, my favorite books, diary writing and communication, etc.
Appreciation category: film appreciation, life and observation, etc.
For the first time, an elective course was offered in a real sense. Teachers under the new curriculum are an important force in curriculum development. They are not only the organizers and implementers of the curriculum, but also the accumulators, builders and developers of the curriculum. It is one of the important tasks for senior high school teachers to take good elective courses. Chinese elective course in senior high school is an extension and improvement on the basis of compulsory courses. It should reflect the characteristics of the times, foundation and selectivity, proceed from the reality of students and teachers, and truly achieve the purpose of better enabling students to learn selectively and laying the foundation for their personalized development. It summarizes the above six aspects, namely, literary genre, basic ability, cognitive process, Chinese knowledge, research topics and teaching types. It should be said that these six ideas sometimes contain each other, but more often they complement each other. Through these six ideas, we can better enrich and expand the five series in the new Chinese curriculum in senior high school, and prepare the most adequate conditions for the enrichment and prosperity of elective courses and the diversified choice and personalized development of students.
Of course, the real implementation of Chinese elective courses in senior high schools needs to deal with many related links, such as textbook compilation, system construction, teaching evaluation, etc. Only when these aspects are completely unified can elective courses better promote the development of students' specialties and personalities, so as to adapt to and meet their interests and potentials, as well as the needs of future study and employment.