At present, there are some disadvantages in the current Chinese curriculum. With the deepening of teaching curriculum reform, these disadvantages are particularly prominent, and the transformation of Chinese curriculum has been put on the conscious agenda. This paper puts forward some personal opinions on the disadvantages, types and the basis of the conversion of Chinese classes in order to provide some reference for Chinese teaching in China.
1. Disadvantages of current Chinese curriculum types
After several reforms, the quality of Chinese teaching has indeed improved significantly. However, judging from the requirements of cultivating creative talents in socialist modernization and students' practical ability to use language and characters, there are still phenomena of "less delay", "high consumption and low efficiency" in Chinese teaching, and classroom teaching is still dominated by "speaking lessons" and "cross talk lessons". "Promoting reading by speaking" and "Promoting talking by speaking" can be said to be traditional basic courses in Chinese teaching. These two kinds of courses are biased towards teachers' listening, lack of communication between teachers and students, lack of contact information between teaching and learning, and one-way transmission. In teaching, teachers faithfully transmit knowledge and information to students according to the predetermined teaching plan, without providing students with opportunities to use their brains, words and hands. Students are regarded as passive recipients of knowledge and have no interest in learning, let alone initiative, enthusiasm and creativity. Mr. Lv Shuxiang once pointed out sharply: "Teachers just talk and students just listen. This is nonsense and ineffective labor." All students have great enthusiasm for learning, and they are not "containers" for passively accepting knowledge. However, the disadvantages of the current Chinese curriculum types not only ignore the active construction of knowledge in the process of interaction between teachers and students, but also ignore the main position of students and establish an equal and interactive teacher-student relationship. Although the disadvantages of "lecture-reading" and "lecture series" are obvious, these two types of courses are still widely used. What is the reason? There are probably two main reasons: First, some Chinese teachers have not yet emancipated their minds, and they unilaterally believe that students can understand only when they speak deeply and thoroughly, and that they are responsible for their students when they speak thoroughly, otherwise they will not be at ease. Secondly, some teachers are lazy. Teaching is step by step, and it is very convenient to take shortcuts according to the teaching materials, because "speaking and reading method" and "speaking and speaking method" are convenient for teachers to prepare lessons, and the teaching method comes out. A set of teaching methods will be used for life, and there is no need to study teaching methods and design course types. It is this conservative thinking that leads to the monotony and mechanization of Chinese curriculum types, and the teaching quality and efficiency can not be improved.
2. The necessity of Chinese curriculum type conversion
2. 1 The development of the situation requires the transformation of Chinese classroom forms.
With the rapid development of modern science and technology, we are in an era of knowledge explosion. From a strategic point of view, our educational target will shoulder the mission of catching up with the advanced level in the world.
With the development of the situation and the surge of information and knowledge, the requirements for talents are different. In the past, we could be satisfied with storing talents, but now and in the future, we need creative talents. People must have creative ability in the process of synthesis, analysis, study and research. Therefore, in the new curriculum reform, Chinese teachers must face students with a developmental perspective, actively explore and apply advanced teaching methods, constantly improve their professional level, conduct corresponding teaching according to students' different personality characteristics, design courses adapted to students' psychological characteristics, promote students' personality development, and cultivate creative talents for society.
2.2 Curriculum reform requires changing the form of Chinese classroom.
Curriculum reform requires teachers to rethink the role of students, respect their independent personality and highlight their subjectivity in the teaching process. Students have a strong curiosity, and they have a desire to explore new knowledge and acquire knowledge. In teaching, teachers are the main body of teaching, the organizer, guide and promoter of the teaching process, while students are the main body of learning, and no one can replace students' own learning. Teachers should actively explore various types of classrooms. Let students have the opportunity to try and master different learning methods such as acceptance, inquiry, questioning, imitation, discussion and experience, and make learning an active and personalized process under the guidance of teachers. Since teachers and students are equal subjects in the teaching process, the new classroom should be based on equal dialogue between teachers and students, and teachers and students should actively interact, strengthen exchanges and dialogues, understand each other and reach a consensus. It can be seen that the conversion of Chinese curriculum types is also an inherent and inevitable requirement of Chinese curriculum reform.
2.3 The nature of Chinese subject requires changing the form of Chinese classroom.
Chinese subject has many attributes, such as tool, ideology, literariness, comprehensiveness, foundation, practicality, emotion, knowledge and humanity. Chinese is not only a language tool for life study, communication and expression, but also a "tool for being a man". "Chinese" carries a rich and colorful culture. In a single Chinese class, Chinese teachers only pay attention to the detailed analysis and explanation of language materials, while ignoring students' feelings and understanding of language materials. Chinese classroom has become a "lecture hall". Teachers not only talk about the ideological content and expression of the text, but also talk about related problem sets and workbooks. Students should be allowed to feel, not given the opportunity to feel; Teachers are used to carefully analyzing the text structure of articles, thus replacing students' taste in language; Chinese knowledge, especially writing knowledge, still replaces students' language practice with static repeated indoctrination. These teaching methods seriously violate the essence of Chinese subject. Therefore, only by changing the classroom form can we adapt to the requirements of curriculum reform and really improve the quality of Chinese teaching.
3. The new mode of Chinese curriculum type conversion
Curriculum reform requires changing the original old form, which will inevitably lead to the emergence of new courses more suitable for Chinese teaching. I recommend the following courses for trial.
3. 1 Reading class
Reading class is a reading method under the guidance of teachers, which allows students to read a book or an article independently. Everyone has a dictionary, a dictionary, a pen and a notebook on his desk. When he meets a word he doesn't understand, he will look it up in the dictionary. If he thinks these words are important, he will outline them with a circle. If he thinks words are used well, he extracts wonderful sentences. If he thinks the chapters and paragraphs are well written, he will read them again and again, taste them, understand the mystery and absorb the nutrition. Such a classroom is like an open reading room.
"Learn 300 poems by heart, even if you can't write them", but this well-known saying vividly tells people the important role of reading. In fact, without a lot of reading, no matter how talented a person is, it is impossible for him to have a solid knowledge of Chinese. Not to mention the cultivation of learning methods and the mastery of survival skills, not to mention the improvement of Chinese quality.
3.2 Appreciation class
Appreciation ability is an important part of reading ability, and there are three forms of appreciation class: the first is to let students read aloud to smooth their breath and sing slowly to develop their own taste, so as to directly grasp the theme, situation and artistic techniques of the text and appreciate the charm of the text; The second is that teachers recite with expressions, comment and analyze the articles, and let students be emotionally infected; Third, the use of slides, video recorders, televisions, multimedia courseware, audio and other modern scientific means. This kind of media can give students audio-visual comprehensive information at the same time, and can stimulate students' interest and emotional resonance more strongly. At the same time, students can be brought into poetry and painting with colorful and dynamic pictures, so as to enjoy and cultivate beauty.
3.3 Book review category
When students read a good book, or read an article, or are infected by the spirit of the characters, or attracted by the plot of the article, or praise the beginning and end of the article, or marvel at the author's words and sentences-guide students to write these little experiences and gains after reading into articles for exchange, which is the book review class. Offering a book review course can not only improve students' ability to analyze problems, but also cultivate students' habit of studying hard and thinking seriously. This class not only opens up a broad road for writing propositions, but also lays a solid foundation for students' composition.
3.4 discussion class
The discussion class is different from the "question and answer class" used by some teachers now. It focuses on discussion, and requires teachers and students to analyze a problem in a rational and causal way, put forward their own views and express their views. The discussion class also includes questioning class and debate class. Many countries have adopted discussion classes. For example, in France, there are many class discussions and group discussions, and teachers are good at organizing different opinions for discussion or debate. Such as the discussion of the ideological content and characteristics of the article, and the discussion of the limitations and defects of some works. Teachers don't draw conclusions easily in the discussion, which inspires students to think independently and fully mobilizes their thinking enthusiasm. Every class, let students ask questions and discuss some doubts and difficulties in this class, which is of great benefit to cultivate students' self-study ability and develop their thinking.
3.5 Speech class
The so-called lecture is to let students go to the podium, explain things to the whole class on a certain issue, express their views, or make a teacher's proposition, or make a free proposition, or get ready, or make an impromptu speech, or read or break the manuscript. This course can not only improve students' oral expression ability and open up a new world for composition teaching, but also be of great benefit to developing students' thinking ability and adaptability. Because speech is different from general speech, it uses expressions to convey information and exchange feelings, so students are often invited to give speeches on stage, which can continuously enhance students' sense of protagonist, change the situation that teachers monopolized the podium in the past and cultivate students' performance skills.
3.6 Performance level
Some texts are full of stories and dialogues, and there are fierce conflicts for students to rehearse and perform. For example, my uncle Yule's story has twists and turns, so let the students adapt it into a script and then rehearse the performance. The process of scriptwriting is actually the process of composing music, and role-playing performance is actually to deeply experience the thoughts and feelings of the characters in the works, and the understanding of the text does not stay at a shallow level. This can not only stimulate students' interest in learning, but also achieve unexpected results in cultivating ability and developing intelligence.
3.7 Competition Level
Nowadays, the competition is fierce, and the strong in future social competition must cultivate students' competitive consciousness and ability in the current teaching process. Competition is a form that teenagers like. From the psychological point of view, it is an effective means to stimulate students' enthusiasm for learning. Competition course is flexible and changeable, which can be said to be the most widely used and most applicable course in Chinese teaching. As far as the competition contents are concerned, there are the following items: Pinyin Competition, Dictionary Search Competition, Putonghua Competition, Reading Competition, Speed Reading Competition, Recitation Competition, Idiom Competition, Literary Common Sense Competition, Puzzle Competition, Oral Composition Competition, etc. There are also various forms of competitions, such as oral competitions, written competitions, individual competitions, team competitions and men's and women's competitions. During the competition, students' achievement motivation is stronger, not only their interest in learning is strong, but also their perseverance to overcome difficulties is enhanced, and their learning efficiency will be significantly improved.
Of course, there are more than the above kinds of Chinese courses, but no matter which course, it must be conducive to giving play to the leading role of teachers and the main role of students, to cultivating students' ability and developing students' personality, thus improving the quality of Chinese teaching.
In a word, the curriculum reform advocates inquiry, cooperation and personalized learning, and requires equality, cooperation and communication. Therefore, as a Chinese teacher, he not only shoulders the task of imparting knowledge, but also teaches students how to be a man, how to do things and how to get along with others. This requires every Chinese teacher to make arduous efforts to explore and practice Chinese courses and fundamentally promote the reform of Chinese courses.
refer to
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6 Wang Jiamin. Thinking and practice on the source of the subject [J]. China self-study, 2002(2)
7 Zhu Xinhua. Psychology of language ability development [M]. Hangzhou: Hangzhou University Press, 1993
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