First, set up a life-oriented teaching situation. Ushinski, a famous educator, said: "Children think with images, sounds, colors and feelings." According to this characteristic of children, we should set up a life-oriented teaching situation according to the text. Show the situation expressed in the article to students with sound and images, so that students can be there and feel the same, and let them connect with their existing life experiences, feel and ponder the meaning and thoughts expressed in the article.
1. Setting the teaching situation, three minutes before class is particularly important. For example, when teaching "Visiting Friends in the Mountains", we can set a scene: Today, we follow the author Li Hanrong to visit his friends in the mountains. Look at the topic and guess what kind of friends the author will visit. Who is the mysterious guest? What do they look like? Let's go into the study of visiting friends in the mountains. The setting of this situation turns students' attention into intentional attention, and the introduction of questions increases students' interest in learning. More importantly, introduce students into the mountains with life-oriented language and life-oriented expression, so that they can immerse themselves in the scene and better understand what the author wants to express.
2. Set up teaching situations with various forms and wonderful classes. In the process of teaching "Pottery and Tin Pot", I asked the students to interpret the story, play the pottery pot and tin pot respectively, and turn the abstract words into pictures of life depicted in the textbook. Let the story be vividly presented to the students and better understand the center of the story. Through the actions, expressions, demeanor and language of pottery and tin cans, students can feel the arrogance and modesty of tin cans. This situation is just like in life. If there is nothing difficult to chew, it will not be imagined. Right in front of them, two cans of characters came to life. This teaches students how to observe life and how to interpret life in words.
Second, fully tap the teaching materials. Chinese textbooks are the foothold and starting point of Chinese teaching. Textbooks are an important source of our extension. Textbooks are the point, and Chinese is the face. As far as teaching materials are concerned, guiding students is not telling, analyzing and explaining, but awakening, experiencing, feeling and criticizing; Guide students to truly understand its essence, extend, modify, reorganize and create the content of teaching materials, and strive to make teaching materials a broad source of students' active development. In order to present the concept of big language, we must fully explore the life factors in teaching materials. There are often many interesting feelings about life and life in textbooks. Our teachers should make full use of this point in textbooks to arouse students' thinking and extend it to students' lives. Such as Wonderful, Terrible, Touching Spring and Discovery of Childhood in the textbook, these texts come from students' life and are higher than students' life. We want to present the concept of Chinese, which is to lead students back to life through these articles. When teaching touching "She is my friend", we can discuss the word "friend". "Why did Ruan Heng donate blood to his children?" Ask students to find out Ruan Heng's sentences before, during and after blood drawing, read, feel, discuss and ponder, and students will naturally understand the meaning and profound connotation of "friend". I believe that the excavation of this word not only improves students' Chinese literacy, but also nourishes students' spiritual pastoral.
Third, out of the textbook, out of the classroom American educator Walter pointed out: "The extension of Chinese is equal to the extension of life." The key is to present the concept of big language, get out of textbooks and classes. To do this, I think the most important thing is to grasp the breakthrough point of teaching design in and out of class. Cohesion can be a chaotic point, a controversial place or a blank point in the text. Based on these breakthroughs, we guide students to reproduce their lives. For example, teaching "Beijing is bright" and grasping the word "bright" to organize teaching. "Where is the night view of Beijing? Where did you see it? Find relevant words and understand them. " In this way, the blank left by the word "bright" provides students with opportunities for learning and communication. In the teaching of "dinosaur extinction", the teacher can come straight to the point and ask: Do you want to know the reason of dinosaur extinction? Find the answer in the article and see what the article tells us. Let the students start with the extinction of the topic, read the text freely, and perceive the main idea of the text as a whole. This design is in line with students' desire to understand dinosaurs. Students are not confined to textbooks, but to the classroom. They focus on life and combine thinking with life experience. The endless spark of wisdom has added infinite imagination and fun to the Chinese classroom.
Fourth, arrange the homework every day. Many students complain that Chinese homework is boring, either writing or copying, or it is very hard. It is a hard job. It is true that accumulation is very important, but we can change the way of accumulation. Don't make students tired under the guise of "accumulation". To innovate the homework design, it is undoubtedly a good choice to arrange daily homework. Zhu once said: "The canal is as clear as water, and flowing water comes from its source.". Our homework after class can't just stick to accumulating new words and sentences, but also accumulate life feelings and emotional experiences, because life is the source. What if we were teaching Leo? In Tolstoy's "Poor People" class, we can assign homework like this: Go back and tell the story of "poor people" to our families and invite them to share the kind people in life and how they help others. This kind of homework is simple, free and diverse, which is easy for students to like and accept. This can not only consolidate today's teaching content, but also accumulate composition materials, and draw the source from the side, from life and from society. It seems to be just telling stories, but it has a subtle influence on students' Chinese literacy, learning breadth and spiritual accomplishment. Not only can we achieve the purpose of teaching, but more importantly, we can achieve the purpose of educating people. This is the great language, which not only insists on the accumulation of new words, but also expands the breadth of students and achieves the effect of educating people.
To present a great view of Chinese in the classroom requires teachers to always have a great view of Chinese in their hearts, and strive to extend the classroom to life and students' spiritual pastoral, so that Chinese can enter life and life can be immersed in Chinese, thus truly achieving the purpose of education and teaching.