However, during the implementation of the new curriculum, false "dialogues" began to appear one after another. For example, judging from the content of the dialogue, there are "empty talk" and "presupposition". "Empty talk dialogue" is a dialogue without a theme, and students talk in general and irrelevant; Although this kind of dialogue fully respects students' dominant position and encourages students' personalized expression, it is not conducive to students' in-depth understanding and understanding of the text and the development of students' language ability. "preset dialogue" means that the teacher has designed a way to achieve the predetermined goal. Teachers try their best to lead students to the preset "perception" around a topic, "inspire" a few top students to answer the preset answers and get the teachers' established answers. In this kind of reading dialogue, most middle and lower grade students become forgotten corners in the classroom, become bystanders of the dialogue, and individual students become spokespersons of teachers' thoughts, teaching reference and standard answers, which deviates from the dialogue principle of "the subject of dialogue is every student".
How to realize effective reading dialogue in class, fully display students' life spirituality and improve students' Chinese literacy? On this issue, I will talk about several strategies:
First, build a platform for equal dialogue and create a harmonious atmosphere.
Psychologists analysis: when a person is in a depressed atmosphere, his physiological function will be greatly weakened, and his thinking, language and expression will be in a rigid state. Therefore, we teachers should actively create a sense of democracy, equality and cooperation, work together to create a new spiritual realm, and listen to the atmosphere of teaching dialogue of others.
1, equality and democracy, create a dialogue atmosphere
Psychological research tells us that "two conditions for active thinking are freedom and security". In the classroom, teachers put down the shelf of "dignity as a teacher", try to regard themselves as "children" and students as their "learning partners", and strive to create a democratic and equal dialogue environment between teachers and students. Only on the premise of equality, safety and freedom can students speak freely with teachers as communication partners. Only when teachers and students are truly equal in personality, mind and value can the classroom become a dialogue platform full of humanity and individuality.
2. Listen, express and introduce the classroom mechanism.
Individual differences make students' understanding of the text often a face and a point, and they fail to understand it comprehensively and deeply. When listening, different interlocutors open their own "perspectives" and cross, collide and blend their own content with their peers' "perspectives", so that students can see more "landscapes" contained in the text with the help of others' "eyes". Only by learning to listen can we express ourselves better. Therefore, teachers should establish a mechanism of listening and expressing in the classroom. 1. The teacher listened to the students patiently. 2. Encourage students to express their personal views and opinions completely. 3. Teach students to listen to their peers patiently. 4. Listen and think carefully and express your personalized views.
3, fair treatment, respect for life differences
The difference in students' life itself leads to the difference in understanding and thinking depth of a certain problem in class. In the reading dialogue, regardless of the "pre-level" of life or the "affair" of individuals, we teachers should treat every life fairly, give every interlocutor equal opportunities as much as possible, and cherish the "authenticity" and "true personality" of life consciousness in class. We should not only invite students who raise their hands in class, but also take care of those who don't like to raise their hands. Never let forgotten individuals "be born" in class.
Second, create situations, stimulate emotions and deepen students' experience
Zankov, an educator in the former Soviet Union, said: "Teaching can play a highly effective role once it touches students' emotional and will fields and their spiritual needs. "Psychological research also shows that once children's cognitive activities have emotional participation, their knowledge will be richer and their experience will be deeper. Literary works bear the double emotional communication between the author and the reader. Chinese teaching is to guide students to have in-depth emotional communication and spiritual dialogue with the authors and characters in their works, thus causing emotional resonance. Therefore, teachers should be good at plucking students' emotional strings, digging their hearts, arousing students' emotional waves, and letting the emotions contained in the text penetrate students' hearts.
In "Peng and His Big Black Mule", Peng's love for the big black mule and the soldiers is touching, and the contradictory feelings of not giving up killing the big black mule and having to kill it run through the story. In teaching, I guide students to feel Peng's emotional changes and walk into the hearts of the characters in the dialogue, so that the experience can be deepened and the emotions can be sublimated.
Teacher: The soldiers don't want to kill the big black mule. As the owner of the big black mule, is Peng willing?
Health: Barely.
Teacher: Yes, Peng is even more reluctant to go! Since I can't bear it, why kill it again?
(Students communicate after reading the text silently)
Teacher: Yes, despite all kinds of reluctance, Peng still had to give up what he wanted to do in order to get the soldiers out of the grass. But the soldiers were still asking, and Peng had to give a second order. How do you feel?
Health: Every time you bring it up, it actually hurts Peng. Peng's heart is sadder than anyone else. ...
Teacher: However, after ten minutes and twenty minutes, no one was willing to shoot, so Peng had to give the order for the third time. At this point, what is his mood?
Health: Peng feels very uncomfortable. He may be afraid that he will change his decision, so he is already very angry.
……
In class, both students and Peng have experienced the psychological process of "love" and "pain", and the whole teaching has become an irresistible "emotional journey" in students' minds. Teachers and students are moved and emotional, and the dialogue between teachers and students is more conducive to experiencing the feelings in the text. This kind of spiritual dialogue is absolutely profound for students.
Third, seize the opportunity, explore in time, and keep the dialogue between teachers and students.
In class, conversations are everywhere. The key to improve the quality of dialogue is that teachers should seize the opportunity of dialogue, guide students to constantly explore the authenticity, depth, breadth and effectiveness of dialogue, keep dialogue, and let classroom "dialogue" show the wonderful life.
1, stick to doubts and give appropriate explanations to realize the truth of the dialogue.
"Learning begins with thinking, and thinking begins with doubt." The real classroom dialogue begins with students asking questions, searching and solving doubts. In the classroom, teachers should grasp the doubts arising from students' learning in time, guide students to enter the text, have a dialogue with the text, appreciate the subtlety of the language, enhance the authenticity of the classroom dialogue, and show the subjective consciousness of life.
For example, in the second paragraph of Li Shizhen, once, my father encountered a difficult disease and couldn't think of an effective prescription at the moment. Li Shizhen whispered an ancient prescription. Hearing this, his father was right. From then on, his father allowed him to study medicine. "After learning about this, some students asked," Li Shizhen knows the prescription, why did he whisper to his father? "Therefore, teachers seize the students' doubts, guide all students to enter the text, and have a dialogue with the text and peers.
Health 1: I think Li Shizhen is afraid of losing face to his father. At that time, my father was already famous, but he met with miscellaneous diseases that day. He is afraid of making his father unhappy and affecting his position.
Health 2: I think Li Shizhen said "gentle" just to help his father, and didn't want to show that he was better than his father. Because he stole Li Shizhen's prescription, he could only speak softly. Say it out loud. What if it's wrong? And his father didn't agree with him to study medicine, which made him very unhappy.
Teacher: (Q) How do you say "he stole it"?
Health 3: Because it says, "At that time, practicing medicine was despised. Li Shizhen's father prevented his son from becoming a doctor. However, Li Shizhen secretly paid attention to learning his father's medical skills and secretly recorded many prescriptions. "
Health 5: Li Shizhen doesn't want people to look down on him now. In fact, he also wants to be a doctor.
Health 6: Because if Li Shizhen talks "loudly", it will affect the patients nearby. The patient needs to be quiet. If the voice is loud, it will stimulate him even more.
Health 7: I think so too. Besides, the patient is still incurable and in a bad mood. If he still speaks loudly, it may not only make his father angry, but also make the patient feel depressed and irritable. He is always thinking of others!
……
Here, teachers grasp students' doubts, guide students to enter the text and talk with their peers, so that students' thinking and language are always in an active dialogue. Through rereading and reinterpreting from different angles, they liberate their thinking from doubts, lead students to a broader social space, and dialogue enhances the authenticity.
2. Cleverly grasp the shallowness, guide emotions, and dig the depth of dialogue.
Due to the limitation of life, experience and knowledge, the quality of students' reading dialogue sometimes fails to reach the true meaning of the text. At this time, teachers should adhere to the principle of "cherishing children's unique inner feelings", grasp the superficial points of students' understanding in time, properly guide their feelings, let students' feelings develop from "shallow" to "deep", improve their Chinese ability and explore the depth of dialogue.
3. Grasp the difficulties, connect with life and broaden the dialogue.
"Life is education." In reading teaching, teachers grasp the difficulties in students' reading, pay attention to students' life reality, actively arouse students' life memory reserves, help refine life experience to interpret texts, and turn "unconscious" life accumulation into "conscious" more systematic life experience accumulation, thus making reading dialogue difficult, simplifying the complex, leading from textbooks to broad life space, and constantly building a deeper and broader dialogue system.
For example, in the class of "lovely little bees", students ask: "bees are obviously making honey for human beings, but the text says they are brewing the sweetest life for human beings?" At this time, the teacher contacted the reality of life and guided the students: "What have bees brought to mankind? In life, do you know what uses honey has? " Because of the bridge between problems and life, thinking blooms on the basis of accumulated life experience, and a wonderful dialogue begins. Some say that honey can treat constipation, and it can also relieve inflammation and pain; Honey is added to children's medicine, so it can also be used as medicine; Some people say that drinking honey can strengthen the body; Some people say that honey can increase family wealth and bring happiness; Others say that drinking honey is a good way to relieve headaches after drinking. ...
Because dialogue originates from students' life, it is a cognitive difficulty for students, but after the teacher's guidance, students not only know the use of honey, but also clearly understand the true meaning of the article "Bees brew the sweetest life", and the dialogue naturally improves the breadth.
4. Cherish individuality, follow the text and improve the effectiveness of the dialogue.
"The meaning understood by any reader is not exactly the same as the original intention of the work, and it is impossible for different readers to understand the meaning of the same work exactly the same." Reading teaching should be complete