My initial understanding of the new Chinese curriculum reform in senior high school is that there are two main changes: one is the change of teaching methods; The second is to change the learning style, that is, to cultivate students to form a "independent, cooperative and inquiry" learning style. But how easy is it? Often some of our classrooms abuse the way of discussion and cooperative learning, and do not give students enough opportunities and scientific guidance, making the classroom a mere formality. Looking around, there are also some phenomena in our teaching: for example, some students are already familiar with things in life, and teachers are still tirelessly expounding and refining them; Some comprehensive and systematic knowledge is divided by teachers, which affects the cultivation of students' independent inquiry ability and the formation of comprehensive application ability; Some students' own views and experiences are often stifled by what teachers call "standard answers". ..... With these problems, I have carefully studied the new curriculum standard. Through teaching practice, I understand that teachers should analyze the teaching materials, use unique processing methods, and express the characteristics, advantages and highlights in teaching thinking through scenarios.
Under the new curriculum, teachers should become the organizers, guides and collaborators of students' learning, stimulate students' learning enthusiasm and creativity, provide students with opportunities to think and speak, build a platform for cooperative research, and let students become the masters of learning. Therefore, teachers should not only learn advanced classroom concepts, but also reform teaching according to local conditions; To give full play to students' subjectivity and enthusiasm, there should be room or situation for innovative thinking activities. This requires us teachers to do this:
First, deeply understand the teaching materials, collect and integrate the knowledge related to the teaching materials, make teaching AIDS, and study and grasp the psychological characteristics of students;
Second, in teaching, we are good at guiding students to start from familiar things and phenomena, create situations to ask questions, guide students to participate in cooperation, give full play to imaginative thinking to solve problems, and respect and correctly interpret the results of these cooperative experiences.
Facing the new curriculum, our teachers should set a higher-level teaching goal: comprehensively and profoundly understand the true connotation of Chinese quality education, and experience and practice the core of the curriculum concept of "for the development of every student", which is the only criterion for evaluating the classroom teaching of the new curriculum. Therefore, our personal study is not over.
1, seriously study the new curriculum standard, specifically understand the spiritual essence of the "Chinese curriculum standard", effectively change ideas, and overcome all kinds of drawbacks in previous Chinese teaching.
2. Study students and pay attention to the cultivation of students' subjective status and humanistic spirit, scientific spirit, innovative ability and practical ability.
3. Study the experimental teaching materials and corresponding supplementary books, and find out their relations and key points with the curriculum standards.
4. Study the local actual situation and cultural life atmosphere of our school, and strive to creatively select and apply various national traditional cultures to improve classroom teaching, so that students can add new experiences in intimacy.
Of course, all these are aimed at enriching students' Chinese accumulation, mastering learning methods, improving basic skills, accepting edification and infection, forming good study habits, consolidating Chinese foundation and promoting students' Chinese literacy in an all-round way.
In my opinion, writing teaching is an important part of Chinese teaching, and it is the important duty of every Chinese teacher to do writing teaching well. Judging from the score, the composition score is 50, accounting for nearly half of the score of Chinese 120. Therefore, the fruit of composition teaching should be "chewed" and "chewed" no matter how bitter and astringent it is. Otherwise, it will violate the curriculum standards and the original intention of our Chinese teaching.
In fact, most students are really afraid of writing. It is common to bite a pen and scratch your scalp when writing, and we urgently need the help of our teacher. On the question of what to write, help them find "rice in the pot"; On the question of how to write, "bring them in." I believe that through our unremitting efforts, students will have a strong interest in exercises sooner or later, and writing articles will be more handy.
Many experts and scholars have written books on composition teaching, trying to give students the skills of "turning the stone into gold", such as "quick composition", but how many books are really effective? You know, our teaching object is rural dolls. Although they have some rural children's life accumulation, they seldom read books and have little chance to do exercises. Most students have no good habit of reading and keeping a diary. Learning only a few texts and a handful of composition training are obviously a drop in the bucket. Therefore, composition teaching is a very difficult thing. It requires us to do everything possible, work hard, be enthusiastic and strive for perfection in composition teaching.
Second, start from the basics and teach students the basic "routines"
As we all know, although there is no definite law in writing, there is also a saying that there is law in writing. Even if someone is a wizard in the Wulin, it is impossible for him to practice "eighteen palms of the dragon" that he can't even "stand". When teaching students to write a composition, we should also start with the most basic kung fu teaching, so that students can master the basic "routines" of practice.
Here, I want to take writing "thoughts after reading" as an example to illustrate. According to the book, reading is the basis and feeling is the key to writing about the feelings after reading. This statement is true and beyond reproach. However, this statement is redundant-"reading". How to read is a good foundation? How to establish the focus of "feeling" These are all unknowns. In teaching practice, I summed up the "basic routine" of writing the post-reading feeling-first summarize what I read in concise language, and then put forward my own point of view, that is, the central meaning of the post-reading feeling. Then demonstrate your point of view with sufficient arguments (the content of the article you read naturally becomes one of the arguments). Finally, review what you have read and emphasize or advocate your own arguments. Practice has proved that this basic "routine" is effective. Using this "routine", we can completely overcome the disadvantages of "copying a large article from the original text and writing only one or two sentences about our feelings".
In the third grade, on the basis that students have mastered this "routine", theoretical guidance is needed. Make it clear to students that the genre of "feeling after reading" belongs to the category of argumentative writing and should be conceived according to the requirements of argumentative writing. Tell the students from the skills that the relationship between the feeling after reading and the original text is "never leave" ———————— "never leave" means that you can't copy the original text in large quantities, and the ending is "I think …"; "Never leave" means sticking to the original text and not being divorced from it, otherwise it will not be a post-reading feeling.
Some people may worry that under such guidance, students' compositions will be "stereotyped". In fact, this kind of worry is unnecessary. Because, reading the same article, every student can't feel exactly the same. In addition, when demonstrating, the arguments used cannot be exactly the same. Mr. Zhang Huiling, a famous Nanyang teacher, once said, "It is most appropriate to take what you read as the third argument." Isn't he worried about "sameness"?
I think Chinese teachers should boldly teach students the general "framework" of exercises to help them master the basic ideas and skills of writing.
Third, the main points of various genres of composition guidance
(A) the guidance of explanatory text
There are two guiding points in the explanatory text.
First, use the words "multi-angle, multi-side" to solve the problem of what to write. Because in the eyes of ordinary students, the biggest headache in writing expository articles is "nothing to say". Take our classroom as an example. Isn't this classroom the same as other classrooms? Four walls, tables and stools, blackboard, what else to write? Actually, it is not. Let's talk about "angle" first: safety angle, lighting angle, lighting angle, humanistic angle and so on; Let's talk about "noodles" first: floor, ceiling, walls, tables and chairs, environment ... Listen, I have something to say.
Second, write characteristics. This is a difficult point. Take "our school as an example" and write a garden school. Don't! Now most schools are "garden-style"; It is not appropriate to write "abundant teachers", "glorious history" and "pleasant environment" Because, you have, I have, and everyone has. What are the characteristics? This requires teachers to guide students to proceed from reality, investigate and analyze, and find differences-characteristics from the same, which is the difference between this thing and other things. Let's take the former Ying Zhuang No.2 Middle School as an example. She is on the shore of the ancient ruins "Ganyang City", which is not available in any school.
Take "Huying" as an example, this is an ordinary village, but it is "different" on closer inspection: a natural village with less than 2,000 people is neither the seat of the township government nor the market. But it's special! There are more than a dozen restaurants and shops here, and business is booming. There are also five or six wholesale sugar, tobacco, liquor and non-staple foods. Not a market, not a street, just a "little shanghai". Grasp these to write, and the characteristics of Hu Ying will be vividly displayed. Therefore, the flexible use of "multi-angles and multi-sides" can solve the problem of "nothing to say" in students' expositions. After analyzing, scrutinizing and screening things, "characteristics" will be available.
(B) the guidance of writing articles
Articles written by Americans appear in a large number of narratives. It is well-known common sense to write characters' appearance, movements, language and psychology in order to describe their personality characteristics. But according to this idea, it must be general and unique. According to the concept of introduction to literature, writers must write the "characteristics" of characters. The Marriage of Little Black is Zhao Shuli's masterpiece. Apart from his combination with the political form at that time, I think its most prominent feature is not to write "Little Erhei" and "Xiuqin", but to write "Three Fairies". Girls are going to talk about marriage. He still wears a handkerchief on his head and embroidered shoes on his feet. Zhao Shuli really knows how to write on his face, and his pink face is frosted like donkey dung eggs. What a good solution! Generally speaking, students write about people, taking teachers as an example, which is nothing more than preparing lessons carefully, patiently tutoring, taking students to health clinics and so on. I'm too old to lose my teeth. Who likes reading? Let's change it. For example, there used to be a beautiful young female teacher in our school who just graduated from the normal school. Although her time in No.2 Middle School was short, she left a deep impression on her teachers and classmates. Why can't this be the material for us to guide students' homework? She, standing on the podium, wow! Fashionable and well-proportioned, one by one is simply fascinating. More attracted by people's rich knowledge and friendly attitude, they entered the realm of selflessness. This shows that we should broaden our horizons and update our views. Always using a viewpoint and a concept to guide students, on the one hand, it is easy to produce rebellious psychology, on the other hand, it also fetters students' thinking. That kind of "empiricism" guidance is likely to lead students' thinking into a "dead end".