Before the second year of senior high school, we used the summer vacation to consult experts to learn about the practices of our brother schools, and finally decided to offer two courses, Appreciation of China's Novels and Appreciation of China's Ancient Poetry and Prose, in the last semester of senior high school. Four courses are offered in the second semester of Senior Two: Language and Application, Appreciation of China's Modern Poetry and Prose, Selected Reading of Chinese and Foreign Biographies, and Appreciation of Foreign Novels.
In order to better implement the new Chinese curriculum in senior high school, under the guidance of curriculum reform experts, after many discussions, we have drawn up the "Implementation Plan for Teaching Chinese Elective Courses in Senior High School of Zhangzhou Bilingual Experimental School". With the consent of the school, we carried out teaching work according to the implementation plan and achieved certain results. We adopt the teaching method of "separation and integration", that is, the teacher teaches students the courses of Appreciation of China's Novels, Appreciation of China's Ancient Poetry and Prose, Language and Application, Prose of Pre-Qin philosophers, etc. The three teachers teach the courses of Appreciation of China's Modern Poetry and Prose, Selected Reading of Chinese and Foreign Biographies and Appreciation of Foreign Novels all year round. Students actively participate in elective courses, and their enthusiasm for learning is unprecedented. Students feel the teaching styles of different Chinese teachers, read more and better literary works, and effectively improve their Chinese literacy.
After the implementation plan of elective courses was determined, there were no traditional teaching reference materials and ready-made teaching models to follow. We three teachers encouraged and promoted each other, determined to read all the works involved in the textbooks that we had not read before in a short time, and took down reading notes to lay the foundation for preparing lessons and compiling teaching plans. We have made a detailed and feasible teaching work plan, striving to fully reflect the requirements of the new curriculum standards and conform to the actual situation of students.
According to the different interests and professional expertise of the three teachers, we have compiled China's Novel Appreciation, such as History and Heroes, Human Feelings and the World, Family Memory, Women's Voice, Love for the Country, People in the City, Years of War, etc., to achieve all-round reading. Teachers' reading experience is conveyed through lesson preparation activities. Every time a group prepares a lesson, the head teacher of the unit will give a lecture, and other teachers will ask questions to add. This collective lesson preparation activity has promoted the reading efficiency of all teachers, and also improved teachers' text interpretation ability, which has achieved good results.
We handled China's appreciation of ancient poetry flexibly. The curriculum standard does not require professors to "appreciate the works listed in the example". However, we believe that the works listed in "Appreciation Examples" are mostly traditional masterpieces, which need intensive reading in the review of college entrance examinations over the years. No matter how tight the class hours are, at least one class hour should be used to guide students to read these works intensively. In view of the poor foundation of classical Chinese in our school, students are generally afraid of difficulties in classical Chinese. For "independent appreciation" works, we often use the traditional method of combining speaking and reading, trying to make students understand the key words and expressions in the text, and also let them read more ancient poems, thus effectively improving Chinese literacy. In the teaching of "recommended works", we should fully implement the student-oriented concept of the new curriculum standard, and let students carry out autonomous learning activities through group discussion, reading reports and contending works. Teachers only put forward general requirements for students, give instructions on important works and answer difficult questions raised by students. Flexible and diverse teaching methods have promoted students' enthusiasm in learning China's Ancient Poetry Prose, expanded their reading space, and improved their ability to appreciate ancient poetry prose, which has achieved certain results. On February 22, 2007, at the 65438+ held in Tongan, Xiamen, our lesson preparation team leader introduced the implementation plan, treatment method and teaching experience of the elective course of senior two in our school to the delegates, which was recognized by the delegates.
In a word, the teaching of Chinese elective course in senior high school is a brand-new job and a test for teachers and students. The implementation of the new curriculum has really benefited teachers and students. Teachers have improved their professional level, students have increased their reading, broadened their learning horizons, developed good reading habits and accepted the influence of excellent Chinese and foreign cultures. This is undoubtedly of great significance for developing students' personality and shaping students' personality.
Second, study and implement new textbooks and find many problems.
(1) Teaching time.
Last semester in Grade Two, there were five Chinese classes a week, plus make-up classes on Saturday and Sunday, which made up about six classes a week. According to the conventional calculation, the class hours are not too few, but it is inevitable that the class hours will be stretched to the limit if you have to study two modules in one semester. Especially in discussion classes, it often takes a lot of time. Let students discuss in depth, and time can't afford it; It is not in line with the spirit of the new curriculum to stop the discussion. How to solve the problem in a balanced way needs to be further explored in practice.
(2) Selection of teaching materials.
According to the new curriculum standards, Chinese elective courses in senior high schools are divided into poetry and prose (including China ancient poetry and prose appreciation, China modern poetry and prose appreciation and foreign poetry and prose appreciation), novel and drama (including China novel appreciation, foreign novel appreciation, Chinese and foreign drama and famous movies appreciation), news and biography (including news reading and practice, Chinese and foreign biographies). Language application (including language application, speech and debate, article writing revision) and cultural works learning (including pre-Qin philosophers' readings, China cultural classics research, foreign cultural works readings, China folk culture). We guarantee only one module in each series, and the other modules are used as extracurricular reading materials for students, and the teacher gives necessary guidance.
Based on the above considerations, in the second semester of Senior Two, we completed four modules: Language and Application, Appreciation of Modern Poetry and Prose in China, Selected Reading of Chinese and Foreign Biographies and Appreciation of Foreign Novels, on the basis of completing Poetry and Prose Series, Appreciation of Ancient Poetry and Prose in China and Novel and Opera Series, respectively. Appreciation of Modern Poetry and Prose in China only completed the teaching of prose, and the poetry part was planned.
It is impossible to offer all elective courses in high schools, and it is not in line with the spirit of curriculum reform. However, if only some courses are offered, we feel that students' language ability may not be improved in an all-round way. The characteristics of closed schools determine that students can't widely carry out extracurricular reading activities. From notebook to notebook, it is difficult to improve Chinese. How to solve this dilemma remains to be explored.
(3) Teaching style
Listening, speaking, reading and writing are the basic abilities of Chinese. The previous textbooks, these four aspects of training and teaching materials are systematically arranged. At present, the elective courses only provide some topics for discussion after class, and pay insufficient attention to the training of basic knowledge. In the teaching of elective courses, how to make up for this deficiency requires teachers to make overall arrangements according to the requirements of the college entrance examination. But how to arrange it, there is still no model to follow.
Thirdly, researching and implementing new teaching materials is still our future goal.
It is the unshirkable responsibility of every Chinese teacher in senior high school to adapt to the needs of Chinese curriculum reform and actively promote the new Chinese curriculum in senior high school. It is still our goal in the future to continue to study the standard experimental textbook Chinese for ordinary senior high schools, vigorously implement the new Chinese curriculum for senior high schools, pay attention to the classroom, and demand quality for 45 minutes. To this end, we should continue to do a good job in three aspects:
(1) Take an active part in lectures and evaluation activities, and strive to improve the work quality of the lesson preparation group.
(2) Seriously carry out the collective discussion activities of the lesson preparation team to effectively improve the quality of lesson preparation.
(3) Continue to carry out various extracurricular activities to stimulate students' interest in learning Chinese.