Someone asked a famous sculptor, "How did you carve a stone into a portrait?" The sculptor replied, "Remove the part of the stone that is not a portrait." I often think that Chinese teaching should also "simplify the Sanqiu tree by deleting the complexity", and try to delete or simplify the content unrelated to "Chinese" to make the classroom full of strong Chinese flavor.
What are the tastes of China people? The so-called "Chinese flavor" refers to the distinctive characteristics of Chinese subject in Chinese classroom teaching. Specifically, in an emotional teaching environment, teachers guide students to actively adopt the taste and imitation of typical "language works", internalize the speech and spiritual gains in various "language practices" and externalize them into various "language works", thus gradually forming the necessary language skills for students at that time.
In the long-term practice and research of Chinese teaching, I think the most fundamental point of "Chinese flavor" is to grasp the basic attributes of Chinese. Elymus once said, "What is language? What is usually spoken is called spoken language, and what is written on paper is called written language. Combining spoken and written language is called language. " The "language" mentioned by Ye Lao refers to both spoken and written language. The word "Chinese" covers people's listening, speaking, reading and writing behaviors and the results of "language use". Then, according to the latest language research theory, the behaviors and results of listening, speaking, reading and writing should belong to the behaviors and products of using language.
So, I want to:
First, "language form" is the focus of Chinese teaching. In our daily life, the focus of reading an article is often to get the content reflected by this article, which is "getting carried away". However, in Chinese teaching, our purpose is not only to pay attention to the text load and the content conveyed, but also to how the content is expressed. Teachers' superb teaching art is not only reflected in guiding students to acquire and accumulate a sense of language through reading, but also in guiding students to taste the language and think about why such thoughts and feelings should be expressed in such language, rather than in such language, so as to understand the laws of using language. For example, studying Zhu Ziqing's prose "Spring" is not to remember the knowledge of "the beauty of spring breeze", "the beauty of spring scenery" and "the beauty of spring rain", but to learn how Mr. Zhu Ziqing describes spring scenery through keywords, how to express his feelings in appropriate language, and how to organize the structure of the article. This is the focus of our research. Other courses (except foreign languages) are implicit in language learning. For example, mathematics takes mathematical principles, that is, mathematical formula theorems, as the teaching content, while history takes the historical development of China and the world as the teaching content ... They take their own language content with different connotations as the teaching ontology, but language form is the main aspect of Chinese teaching. For example, the teaching of Hua Ling, the first volume of the third grade, can be defined as paying attention to the diversity of language expression, the teaching of bees can be defined as paying attention to the accuracy of language expression, and the teaching of playing tricks can be defined as paying attention to the organization of language expression. Only in this way can students' language development be promoted more effectively.
Second, "language ability"-"language" and "spirit" are isomorphic and symbiotic "is the purpose of Chinese teaching. The "isomorphic symbiosis" here can be thought of as the students' verbal expression ability and spiritual world going hand in hand to a wonderful realm. That is to say, we should not only enrich and optimize students' language system, so that they can have language ability suitable for their age, but also improve and enrich students' spiritual realm and make them more and more interesting. But the latter is by no means free, but must be integrated into the former.
Indeed, Chinese teaching has the characteristics of multiple goals: knowledge goal, ability goal, moral goal, emotional goal, aesthetic goal and so on. If we grasp the fundamental goal of "learning a language", we can achieve harmony and unity in the process of Chinese teaching. This is because: 1. Mother tongue is the carrier of national culture and national spirit. The process of students learning their mother tongue is not only the process of mastering their own language, but also the process of being baptized and edified by national culture and national spirit. As Humboldt, a German philosopher and linguist, said, "The language of a nation is the spirit of a nation, and the spirit of a nation is the language of a nation. The degree of unity between them is beyond any imagination. " The fundamental task of Chinese curriculum is to learn a language, which contains the rich connotation of Chinese curriculum. Secondly, in Chinese class, the language students face is not an abstract symbol without any meaning, but a "language product" bearing rich humanistic information-a model essay with both literary and aesthetic feeling. When students read these model essays in Chinese class, learn, ponder, taste and absorb their language, they are naturally positively influenced and edified by the rich humanistic information and humanistic spirit contained in these languages.
Second, the "Chinese flavor" textbook construction-publishing books
Great changes have taken place in the teaching environment today. With the support of modern information technology such as Internet, the vast knowledge world provides abundant resources for teachers and students' teaching activities. Our understanding of "teaching materials" is no longer limited to a single teaching material, but should be regarded as all available materials and means in teachers' teaching behavior, including social life in which teachers and students participate, various audio-visual electronic teaching materials and even the Internet. The textbook concept of "Out of a Book" in Beijing Primary School leads all Chinese teachers to broaden their horizons. The camera not only makes good use of the main textbook-the Chinese textbook published by People's Education Society, but also integrates other versions of the content, and uses the resources of the school cradle bookstore to guide students to learn Chinese and help them improve their Chinese literacy. In order to make my teaching full of China flavor, I have been constantly exploring the strategies of textbook construction and use, and strive to form my own characteristics.
(A) Teaching materials construction
1, standard textbook-learning textbook language. The standard textbook refers to the content in the textbook of People's Education Society, and appropriately supplements the text content of Beijing version, Jiangsu version and Chinese version. In teaching, teachers guide students to emphasize reading, accumulation and application, and guide students to gradually acquire Chinese learning methods, so as to achieve the basic teaching objectives in a certain teaching stage. This kind of teaching material can be regarded as the "dinner" for students' growth.
2. Consolidate textbooks-learn the "essence language". Solid teaching materials refer to reading materials of classical culture and contemporary excellent essays and poems arranged in volumes according to students' age and cognitive characteristics. The purpose of teaching is to nourish language and culture and accept the influence of ancient and modern classic culture. Teaching requirements are either reciting or reading aloud. Reading time is morning reading time, and I study with students. This kind of teaching material can be regarded as a "tonic" for "strengthening the body".
3. Expand teaching materials-learn "partner language". Textbooks refer to children's publications, network information, audio-visual materials, books, newspapers and so on. American classic texts selected by students themselves or recommended to students by teachers through class blogs every week.
The purpose of learning is to expand students' mental space, increase language accumulation and enhance their language application ability in reading. This kind of teaching materials can be regarded as a "snack" to supplement the demand.
(B) the use of teaching materials strategy
1, the content of the textbook is mainly reorganization.
The idea of reorganization is as follows: First, reorganize with "writers". Is to combine the works of the same writer to teach. For example, when teaching Ba Jin's Sunrise on the Sea, we should combine this article with the self-compiled reading of Ba Jin's Stars and other articles in the extended reading "Close to Mother Tongue" for students to learn, so as to realize the charm of Ba Jin's style. For example, studying the works of ancient poets Li Bai and Du Fu, as well as modern writers Bing Xin and Lao She, can also expand the reading of other works, so as to have a more comprehensive understanding of the works and writing characteristics of these poets and writers.
Second, reorganize with "theme". That is, articles with the same theme, such as "cherish time", "friendship", "gratitude" and "great rivers and mountains of the motherland", are combined together. For example, when teaching the article "Special Gift" in Unit 3 of Book 9, combined with the characteristics of modern students, I have little or even turned a blind eye to my parents' affection after I have enriched my material life, so I recommend students to read articles such as My Mother by Xiao Yunru, The Back of Zhu Ziqing and Feng Zikai's Mother. Through the study of different articles on the same topic, we can broaden our horizons, realize the different characteristics of the same topic articles in conception and expression, and improve our ability to express our thoughts in language.
Third, reorganize with "genre". That is to say, to combine articles of the same genre, such as writing people, keeping notes and things, for teaching. For example, when I was teaching Unit 1 of Book 9, the existing texts in the main textbook were Guilin Landscape and Huoshaoyun. I also introduce five articles about scenery in other versions of the text "Wonders of Jingbo Lake" and students' extended reading material "New Language Reader" into the teaching unit to guide students to accumulate language in extensive reading and acquire methods of language use.
2. On the teaching level, it shows the integration of class types.
When using textbooks, I organically combine reading, writing, oral communication and comprehensive learning. For example, when teaching a set of teaching materials, it is arranged as follows: first, in the reading guidance class, students are guided to learn Song Wu Da Hu, so that they can feel some basic methods of reading famous books. Second, in the extended reading class, read the article about Lu Chang in the reading materials, and read what kind of character and lovely jy Song Jiang is in Close to Mother Tongue. Thirdly, in oral communication class, students express their reading experience and talk about their reading feelings around "the water margin people I know". For another example, Book 10 contains several fairy tales, science fiction and fables, with novel and imaginative selections. Teach this unit, first lead the students to learn several texts in the textbook, then give play to the radiation function of the textbook and carry out the "story search" activity, so that the students can collect myths, fables, fairy tales and science fiction works in groups. Then, hold a story meeting and let the students tell the stories they have collected. Then a story writing competition was held. Finally, a class meeting on the theme of "Dream Show" was held. The students adapted the stories they read or wrote into sketches and directed and performed them themselves. In this way, the teaching of reading is extended to the fields of comprehensive study, oral communication and exercises, which further embodies the integrated function of using textbooks.