Children's literature refers to literary works specially created or adapted for children according to their needs and suitable for children to read [1]. Children's need for literature is a kind of nature. Children's literature originates from children's spirit. By reading and teaching them, we can get close to children and enter their spiritual world. Children's literature is accompanied by many children growing up. From listening to parents telling stories, children will take the initiative to approach different literary works at different ages.
▲ Children's literature promotes children's healthy growth:
Educational function: it can cultivate noble ideology and morality and lay the foundation for children to establish correct life ideals. For example, children can learn to have wisdom, courage, love and unity by reading The Wizard of Oz.
Cognitive function: it can broaden horizons, increase knowledge and develop intelligence. For example, children can learn about animals by reading Tang Lufeng's children's song Whose Ear, and they can also understand the dark reality of the gap between the rich and the poor in Denmark in the middle of the19th century by reading Andersen's Little Match Girl.
The role of cultivating aesthetic feeling: the writer uses vivid, vivid and even exaggerated language, poetry, fairy tales, stories, fables, nursery rhymes and other forms to let children gain beauty and improve beauty in the reading process. For example, Yoshio Okamoto's Beyond the Sea harmoniously interweaves the beauty of nature with the beauty of life and plays a beautiful melody.
Entertainment function: children can get pleasure and recreation through specific children's literature works, and education and entertainment through entertainment, which contains profound ideological understanding and moral education. For example, children's songs such as "Big Brother" written by Jin Bo, a famous contemporary children's poet in China, let children receive ideological and moral education of seeking truth from facts and not bragging in hilarious games.
Children's literature affects the emotions of children readers with its artistic appeal. It can not only meet children's aesthetic needs, but also cultivate and improve children's aesthetic sensibility and artistic appreciation ability. Both moral education and knowledge education of children's literature must have aesthetic value. Aesthetic education function is the ultimate goal of children's literature education function.
▲ Children's literature is closely related to Chinese teaching in primary schools.
Curriculum standards put forward a new definition of "Chinese": "Chinese is an important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese. Chinese education attaches importance to the unity of instrumentality and humanism, which puts forward new requirements for us to correctly handle the relationship between Chinese teaching in primary schools and children's literature [2]. From the composition of primary school Chinese textbooks, we can also find that a large number of children's literature works have entered the literature education of textbooks, and at the same time there are certain requirements for extracurricular reading materials. Related children's literature includes fairy tales, fables, idiom stories, fairy tales, Chinese and foreign historical stories, Chinese and foreign folk stories, poems, essays, long literary masterpieces, contemporary literary works, popular science and science fiction books, etc.
1. Children's literature is an important resource for Chinese teaching in primary schools. There are a considerable proportion of children's literature works in primary school Chinese textbooks. Children's literature contains rich ideological and moral education and the cultivation of humanistic quality, which is also an important goal of Chinese education in primary schools. By contacting a large number of children's literature language materials, students can absorb the rich language nutrients of children's literature, form a sense of language, master basic characters and grammar, form language ability, and lay a foundation for language development throughout their lives. Children's literature is a literature created with full consideration of children's understanding ability and aesthetic needs. From the written expression, we can find that children's literature and primary school Chinese have a comprehensive combination in objectives, principles, ideas and methods.
2. Children's literature conforms to primary school Chinese learning psychology. Children's literature adapts to children's age characteristics and their intellectual interests. Children's literature is a literary work that children can understand and accept. Reading children's literature contributes to their healthy physical and mental growth. Children's language development, emotion, imagination and self-awareness are both the starting point and the goal of Chinese teaching in primary schools. Scientifically handling the relationship between children's literature and Chinese teaching in primary schools can further increase our understanding and respect for children's psychology and emotion.
▲ How can I walk into "childlike innocence"?
First, Chinese teachers in primary schools must have certain literacy in children's literature.
For a primary school Chinese teacher, children's literature literacy means that she has a way to the children's mind. She will lead the students into the "tram school" and grow up with the "little peas by the window" in a world with eternal and beautiful human nature. She will let the children walk into the giant's garden, shake hands with the lonely giant, and feel friendly, kind and helpful ... A teacher with children's literature literacy should also have a unique vision when reading textbooks. For children's literature works in textbooks, we can read them according to the "texture" of the works from the stylistic characteristics. For the abridged or abridged version of children's literature selected into the textbook, because of the premise of background knowledge, even if there are a few dead branches left, the teacher can make it grow into a swaying tree. Teachers without children's literature literacy are prone to blind people touching the elephant, making generalization mistakes and even misinterpreting the original intention of the works. Therefore, a Chinese teacher should love the reading of children's literature, improve his appreciation and judgment ability of children's literature in a large number of children's literature reading practices, improve his perception and aesthetic ability of children's literature works, and guide children to read and appreciate children's literature.
Second, Chinese teachers in primary schools should have teaching strategies for children's literature.
1. Keep the freshness and integrity of the works and protect the appreciation of students.
Reading articles is not like looking at pictures. You can get a panoramic view of the work in an instant and get familiar with the content of the article. When you enter the emotional and moral level of the article, you must read it repeatedly and have a certain time. The depth of this time is precisely the charm of reading children's literature. Therefore, it may be more appropriate for students to fully feel and master the overall situation of literary works before starting teaching. For example, when teaching ugly ducklings, a beautiful white swan can appear at the beginning. After enjoying it, he said, "It is not easy for an ugly duckling to become a beautiful swan. What happened to the ugly duckling? " Starting from this question, let students experience the hardships of ugly ducklings turning into swans, which is a main line and clear. There is no need to deliberately design an overly elaborate classroom structure that is "step by step, interlocking, singing and sighing". The more exquisite classroom questioning, the more frequent link changes, and the more influential it is, the greater the consumption of students' wisdom and energy, and the less time they actually have for independent reading, feeling and thinking. Different from the teaching articles that focus on training students to listen, speak, read and write, the teaching of children's literature works suggests "don't save time and waste time."
2. The appreciation of works is creative, emphasizing the uniqueness of words.
When discussing the text of children's literature, we should not always ask the question: What did the article write? How to stratify? What is your most touching sentence? Instead, text is input from multiple directions and angles. For example, the lesson Snow Child is an excellent fairy tale, which is thoughtful and informative. Teachers usually design teaching from these two aspects. But if interpreted from a child's point of view, this passage can have another interest. For example, in this fairy tale, in addition to the obvious personification of the white rabbit family, the snow boy who can't move is also given the ability to "move". At the end of the article, Xuetong turns into white clouds, and the children will be moved by Xuetong's self-sacrifice. I am happy to see Xuetong again next year. Therefore, when designing and discussing problems, we should be more diversified and insist on children. For example, we can make students try to understand the fantasy of fairy tales and use reverse questions to make students think: "What will happen if the snow boy in the text can't move?" You can also ask students to answer, "What do you think is wonderful about this text?" Or "What are the characteristics of snow children?" Let the students focus on the big picture and think a little from the aspects of Xue Tong's physiology, behavior and psychology. In addition, due to the limitation of space, many details in the original fairy tale have been deleted from the text, such as the details of the little white rabbit playing with Xuetong and the details of Xuetong flying into the air. When time permits, the teacher can ask the students to supplement these two details by imagination before reading the original text to them. This is also a way to increase the interest of fairy tale teaching.
Third, respect children's unique understanding and guide students' language growth.
Children's literature works are often very rich in connotation. As teachers, we should comprehensively and comprehensively understand the theme of the article: environmental protection, trustworthiness, friendship, love that spans life and death ... In teaching, we should encourage children to "talk" and respect their unique views with childlike eyes. After free discussion, the teacher can emphasize some kind of value judgment, but first of all, he should avoid the topic. The growth of students' language ability depends on their emotional experience. In many classes, teachers are often satisfied with showing their personal understanding of the text, and then dragging students to reach the depth of their understanding. A truly successful classroom should be one in which students gain emotional experience and growth in text reading and language development at the same time. Children's literature works are loved by students. In the process of reading these works, students often have more active thinking and emotional experience. Teachers should be good at observation, respect and guidance, because the resonance point of students' emotions is generally the growing point of language, so-called "emotion moves in the heart."
Fourth, make good use of Chinese teaching materials and develop children's literature resources.
Teachers can also boldly introduce children's literature works outside the teaching materials into the classroom. For example, when teaching Mom's Bill, when Peter asked his mother for a reward after helping her, the bill presented by her mother showed Peter selfless and priceless maternal love. In order to let students understand the silence and greatness of maternal love more deeply, I introduced the picture book "The Tree of Love" into my teaching, which turned my mother into a tree. The endless demands of the boy for the tree and the selfless dedication of the tree to the boy formed a strong contrast, and also gave the children a strong emotional impact. After enjoying the picture book, many children shed tears. I believe it goes without saying that the word "maternal love" has been deeply imprinted in children's hearts. This intuitive experience is far better than the teacher's endless in-situ analysis textbooks. Therefore, textbook teaching mostly provides students with guidance on Chinese learning methods, and it is suggested to "remove cumbersome text analysis; Get rid of boring and useless Chinese homework; Get rid of language activities that have no practical effect. "Teaching material learning mainly lies in the acquisition of methods and the understanding of laws. Therefore, we can concentrate on teaching materials, spare some time in class to read more relevant children's literature, and gain spiritual strength by grasping pragmatics.
Children's literature is closely related to Chinese teaching in primary schools. In fact, their meeting is inevitable, and the significance of their joining hands is far more than what we are seeing now. Examining Chinese teaching in primary schools from the perspective of children's literature will bring a lot of fresh air to Chinese teaching in primary schools and help us solve some problems that have not been handled well before. In fact, we still have a long way to go to truly find the "children" in Chinese teaching in primary schools, truly understand the significance of "literature" education and properly handle the relationship between literature education and Chinese teaching.