What is taught in Chinese class? This is a problem that must be seriously considered, and it is also a very important problem. Just like a person who walks without a destination, no matter how far and how long he walks, he is blind, aimless and ineffective; Just like a person does something without knowing why, it is futile to do it anyway. However, after understanding the nature and status of Chinese curriculum and the overall goal of Chinese curriculum, the question of what to teach will be understood. "Chinese Curriculum Standard" and "The second part of the overall goal of the curriculum" define the overall goal:
1. In the process of Chinese learning, cultivate patriotic feelings and socialist moral quality, gradually form a positive attitude towards life and correct values, and improve cultural taste and aesthetic taste.
2. Understand the richness of China culture and absorb the wisdom of national culture. Care about contemporary cultural life, respect multiculturalism, and absorb the nutrition of excellent human culture.
3. Cultivate the emotion of loving Chinese, cultivate self-confidence and good habits in Chinese learning, and master the most basic Chinese learning methods.
4. While developing language ability, develop thinking ability, stimulate imagination and creative potential. Gradually develop a scientific attitude of seeking truth from facts and advocating true knowledge, and initially master scientific thinking methods.
5. Be able to actively carry out inquiry learning and learn and use Chinese in practice.
6. Learn Chinese Pinyin. Can speak Mandarin. Know about 3500 commonly used Chinese characters. Can write Chinese characters correctly and neatly, and has a certain speed.
7. Have the ability to read independently, pay attention to emotional experience, have rich accumulation, and form a good sense of language. Learn to use a variety of reading methods. Be able to understand and appreciate literary works, be influenced by noble sentiments and interests, develop their personality and enrich their spiritual world. Can read simple classical Chinese with the help of reference books. The total amount of extracurricular reading in nine years should be more than 4 million words.
8. Be able to express your meaning in a specific and clear way. Be able to write in common expressions according to the needs of daily life.
9. Have the basic ability of daily oral communication, learn to listen, express and communicate in various communication activities, initially learn to conduct interpersonal and social communication in a civilized way, and develop the spirit of cooperation.
10. Learn to use commonly used Chinese reference books. Initially have the ability to collect and process information.
The author extracts the key words of the above content, and has the following inaccurate classification of the overall goal: 1, basic knowledge, basic skills. Have the basic ability of oral communication such as learning Chinese Pinyin, using Chinese reference books, speaking Mandarin and writing Chinese characters correctly and fluently, learn to listen, express and communicate, have strong reading ability and fluent expression ability. 2. Comprehensive practical ability. Have the ability to collect and process information, actively explore and learn, use Chinese in practice, develop thinking ability and stimulate imagination and creativity. 3. Literacy and methods. Including developing good study habits and mastering scientific learning methods and thinking methods. 4. Emotions, attitudes and values. Including cultivating patriotic feelings and socialist moral quality, forming a positive attitude towards life and correct values, improving cultural taste and aesthetic taste, drawing on the wisdom of national culture and the nutrition of excellent human culture. If the above contents are further condensed, Chinese is to cultivate students' ability of "listening, speaking, reading, writing and thinking", methods of learning and thinking, noble moral quality, positive attitude towards life and correct values. If "methods of learning and thinking, noble moral quality, positive attitude towards life and correct values" are classified as "thinking", then Chinese is to cultivate students' listening, speaking, reading, writing and thinking abilities.
From the above analysis, we can see that the task of Chinese teaching is not to impart knowledge, nor to cultivate the problem-solving ability of subjects, but to cultivate students' basic ability to adapt to society and their own development. It is a discipline to cultivate and improve people's basic literacy and quality. If our teacher's teaching design and implementation are not for this purpose, then there may be problems in our teaching. According to my investigation, quite a few of our Chinese teachers still follow the same routine in their lectures and reading: browsing the text, marking the serial number in front of each natural paragraph, drawing the paragraph level with students' questions and answers, summarizing the main idea of the paragraph, summarizing the central idea, analyzing the writing characteristics and so on. I'm not saying that it can't be taught like this, but what is the purpose of this design and what kind of effect it will achieve. The same teaching design and the same teaching behavior may have different effects because of different purposes and objects. If the purpose is to dredge the theme of the article, explain the content of the article and analyze the language characteristics, it will seriously deviate from the overall goal of the Chinese subject. Such a Chinese class is not necessarily a Chinese class. In other words, if it is to cultivate and improve students' basic Chinese literacy and ability, it is Chinese class.
Chinese teaching is nothing more than "listening, speaking, reading and writing", whether it is a Chinese class in Grade One or Grade Nine. Without "listening, speaking, reading and writing", it is certainly difficult for any teacher to teach Chinese. "Listening, speaking, reading and writing" is the basic content and form of Chinese teaching, and there should be no big objection. What I propose to teach Chinese today also includes these four aspects, but I want to propose a more important content-"thinking". Chinese teaching can not be without "thinking", and Chinese teaching should be centered on "thinking". The connotation of "thinking" here is very rich, which can be understood as "thinking", "thinking" and "thinking", as well as "thinking" and "feeling". "Thinking" can lead to self-clarity and freedom, public knowledge and rules, and realize the goal of Chinese teaching-"the unity of instrumentality and humanity". Chinese teaching should use "thinking" to create a colorful and meaningful Chinese life. Chinese teaching is smart because of the existence of "thinking", and Chinese teaching is brilliant because of the prominence of "thinking". "Listening, speaking, reading, writing and thinking" is the core content of our Chinese teaching. By cultivating the five abilities of "listening, speaking, reading, writing and thinking", our Chinese teaching has become a real Chinese classroom.
What is taught in Chinese class? Listen, speak, read, write and think. This is my understanding of Chinese class. Chinese class is the ability to teach students to listen, speak, read, write and think. Compared with cultivating students' ability of "listening, speaking, reading, writing and thinking", the specific knowledge carried by listening, speaking, reading, writing and thinking is of little importance. Just like a chicken has learned the skills of foraging, is food still a problem for it? The kitten learned to fish. Is fish still a problem for it? However, is this the way to reflect on our Chinese teaching? Do you want to analyze the text for the sake of analyzing it, or do you want to cultivate students' ability of "listening, speaking, reading, writing and thinking"? Is your teaching of "listening, speaking, reading, writing and thinking" aimed at cultivating students' ability of "listening, speaking, reading, writing and thinking" or focusing on remembering what you have taught?
Based on the above understanding, I think, what to teach in Chinese class? Teaching design based on ability and emotional goal —— Training the ability of "listening, speaking, reading, writing and thinking". Chinese class is to teach students how to listen, speak, read, write and think.
Second, how to teach Chinese?
Since Chinese is to cultivate students' ability of listening, speaking, reading, writing and thinking. Then, Chinese teaching should focus on improving students' ability and quality of "listening, speaking, reading, writing and thinking", cultivating methods and habits of learning and thinking, and cultivating students' positive attitude towards life and correct values.
Cultivating students' abilities of listening, speaking, reading, writing and thinking is the fundamental task of Chinese teaching. The five aspects of "listening, speaking, reading, writing and thinking" are all centered on "thinking", which are relatively independent, interrelated and restricted, and cannot be arbitrarily neglected.
(A) on the "listening" ability as the concept of Chinese teaching
Listening is an important language ability that students should have, and listening and reading play an equally important role in obtaining information. Only by clarifying the value of listening training can teaching activities be targeted. Teachers must make students clear that having a certain listening ability is the need to obtain information extensively and accurately and master scientific knowledge; It is the need to actively engage in communication activities and establish harmonious interpersonal relationships. In daily oral communication activities, only by learning to listen and being good at listening can we make a positive and accurate response when talking with others.
In Chinese teaching, "listening" usually means that students pay attention to what the teacher says in class, which is a kind of "listening" for students to passively accept knowledge. But the author thinks that the teaching of "listening" is more than that. Listening in Chinese teaching should include three aspects: one is to cultivate students' listening interest, the other is to cultivate students' listening attitude and habits, and the third is to cultivate students' listening methods.
To cultivate students' interest in "listening", Chinese teachers are required to have lively and interesting classes, so that students can turn passivity into initiative and give full play to their subjective initiative in listening. Students should listen widely, not only to their teachers, but also to their classmates. There are various forms of listening, such as answering questions, reciting texts, debating and telling stories. The means of listening are recording, film and television, video recording, etc. Thus forming the habit of students taking the initiative to accept and dare to question.
Second, cultivate students' good "listening" attitude and habits. Chinese teachers are required to understand students when guiding them, and choose different ways to guide them according to different personalities. Let students learn to nod, smile, praise and look at each other with attention while listening; Inspire each other with expressions and short language; Don't interrupt each other easily; Allow the other party to express and reserve different opinions, and don't cynically or personally attack others.
Third, we should train students to master the scientific method of "listening". Students are required to concentrate, face the speaker and the topic expressed, pay attention to arouse relevant knowledge, materials, concepts and imagination, and form an interaction related to this topic. What to say around each other and why to say so; Psychological reaction and cognitive feedback to the words and key points heard; In the process of "listening", you can quickly summarize and evaluate what you hear, prioritize and consciously form a whole concept, so as to keep in mind what needs to be remembered.
Soviet educator Suhomlinski said: "Only when students regard education as their own needs and are willing to accept it can they achieve the best educational effect." The development of any teaching activities and the realization of educational aspirations must be based on giving full play to students' subjective initiative. The improvement of students' listening level and the cultivation of good listening habits are no exception. Teachers should pay attention to the cultivation of students' listening pleasure and turn learning and practicing listening into students' inner needs, so that listening training can get twice the result with half the effort. Teaching students to learn to listen, making them good at listening, even willing to listen, is also a step-by-step process. In this process, teachers should abandon the psychology of exam-oriented education, don't forget the teaching of "listening" because it is difficult to test "listening" in large-scale exams, establish an all-round development concept of Chinese teaching, do a good job in students' listening training with confidence and perseverance, and don't have the idea of doing it overnight.
(B) On the concept of "reading" as Chinese teaching.
Most Chinese teachers pay more attention to text reading in class. Teaching links such as reading aloud, intensive reading, extensive reading and skimming are designed. However, many teachers may carry out these links at will with vague goals. They may just ignore the training of "reading" ability in order to complete the text content, or just use "reading" as a means to complete the teaching task, or they may not consciously and purposefully carry out Chinese teaching training with the purpose of "reading" ability. The author believes that "reading" in Chinese teaching should focus on the ability training of reading aloud, intensive reading, extensive reading and speed reading, rather than just reading the text to pave the way for explanation and analysis.
Zhu said in Three Books on Reading: "There are three books on reading, namely, heart, eyes and mouth". It can be seen that "reading" is a form of language training that combines mouth, eyes, ears and brain, and it is an important key to Chinese teaching.
Most of the selected texts in Chinese textbooks are typical, scientific and practical. Teachers should fully tap the interesting points of "reading" in textbooks, vividly analyze and guide the layout, style characteristics, theme and artistic conception of model essays, so as to make students want to read and love reading, and finally achieve the purpose of understanding articles and improving their ability.
Pay attention to broaden students' reading range and cultivate their extensive reading ability. Guide students to read extracurricular books extensively, encourage students to read more books, read good books, and improve extracurricular reading. On the basis of extensive reading, let students develop good reading habits, improve their reading speed and cultivate their speed reading ability.
Cultivating students to master scientific reading methods is a difficult point in Chinese teaching. Darwin said: "The most valuable knowledge is the knowledge about methods. If you master the method, you will master the golden key. " Therefore, teaching students scientific reading methods is a lifelong benefit. Step-by-step reading method includes four stages: reading, understanding, comprehension and application. The first is reading, which can improve students' interest in learning and develop good study habits. Secondly, understanding and training students' reading thinking ability can quickly grasp the structure, ideas and characteristics of book content. The third is comprehension, which focuses on inspiration, comprehension, emotion and innovation after reading, and can write one's own experiences and feelings. The fourth is application, which applies the knowledge in books and one's own experience to real life and study, enhances one's understanding of society and life, and improves one's cultural taste and aesthetic taste.
(C) On the concept of speaking ability as Chinese teaching.
Language is an important communication tool for human beings. The process of expressing one's feelings in words is "speaking". The "talking" in teaching is not only the "talking" of teachers and students, but also the teaching of teachers, and students answer questions in class. "Speaking" in Chinese teaching should be the skill training for students to express their thoughts in their own language. Therefore, the cultivation of this "speaking" ability should be carried out in a planned and step-by-step manner, with a certain time, task, environment and standards.
Conduct "speaking" training in class. First of all, teachers are required to guide students to understand that "speaking" is the most fundamental way to exchange thoughts and feelings. Understand the importance of speaking in our life, study and work. In class, we should try our best to create a "speaking" environment for students and give them ample opportunities to "speak". In the practical activities such as narration and explanation in class, let the students retell the text, introduce themselves and describe the people and things around them orally. If a variety of reading and performance activities are carried out, we can combine the different language characteristics of prose, poetry, scripts and novels in the teaching materials, so that classroom teaching should be short and not long, narrative and storytelling should be appropriate. Train students systematically in "speaking" content, courage, voice, feeling and posture. In addition, you can also practice oral English outside the classroom. For example, with the support and cooperation of the class teacher, small theme class meetings, story meetings, lectures, debates, poetry readings and other activities are often held to cultivate students' quick thinking ability and language application ability. With the support of parents, the homework of "speaking" can be properly arranged to promote students to speak clearly, accurately and expressively.
(4) Regarding "writing" as the concept of Chinese teaching ability.
"Writing" can be understood as "writing" or "writing".
First, write. Computer is a symbol of modern civilization, but its influence on China's calligraphy is obvious. However, it is very wrong to think that it is unnecessary to write well when typing with a computer. First of all, the art of calligraphy is a part of the essence of China traditional culture, which needs to be inherited and developed. Secondly, in society and schools, computers can't replace handwriting in many cases, such as exams, enrollment, recruitment, employment and so on. Therefore, writing is also one of a person's necessary survival skills, and writing a good hand may enhance a person's competitiveness in society. However, according to the statistics of relevant departments, people's writing ability is seriously declining in the current society, and the importance attached to writing teaching at various stages is also very uneven, and the writing level of primary and secondary school students is also declining. Therefore, at present, Chinese teaching should strengthen the teaching of writing, make students realize the importance of writing, teach students in accordance with their aptitude, and carry out various activities in different grades to stimulate students' interest in writing, so that every student can write beautiful Chinese characters and cultivate students' sentiment of pursuing and loving beauty. Of course, teachers should also set an example, set an example, and strive to write standardized Chinese characters and persevere.
Say "writing" first. If "writing" is the pursuit of physical beauty, then "writing" is the pursuit of spiritual beauty. Writing should be a kind of soul talk and a manifestation of thoughts. Writing is not only a normal survival ability that a person should have, but also a noble spiritual activity and a comprehensive thinking activity that reflects a person's various abilities. Real writing should be a relaxed and enjoyable learning or living process. However, the writing ability of teenagers is not optimistic at present. According to the Chinese curriculum standard, writing training begins in the third grade of primary school. According to my investigation, the writing problem of primary and secondary school students is still relatively big at present. For example, with the growth of age, students' interest in composition is getting weaker and weaker. With the growth of age, the content of students' compositions is becoming more and more false, even fabricated, and the composition mode is rigid, the language is empty and full of rhetoric. A considerable number of students are afraid of writing and can't write, fabricate or even copy their compositions. Students can't feel the joy and happiness of writing. Chinese teaching writing is for preparing for exams, not for life and work. Therefore, the teaching problem of "writing" in Chinese teaching is relatively big at present. Therefore, we should change the present situation of "writing" in Chinese teaching, make "writing" a part of students' life, and make students like writing and be creative. This should be the task that our Chinese teaching should accomplish.
I think "writing" in Chinese teaching should be an innovative way for students to learn to observe life, think about life and express their feelings, a dynamic process of psychological, behavioral and emotional catharsis, a normal and normal thinking activity of students, an explicit process of students' ideology, and a process of students appreciating and creating beauty. However, in our actual teaching, "writing" is often just a passive exam-oriented training for students. Therefore, to cultivate students' writing ability, it is necessary to guide students to observe people, events, sights and things in life and think about their feelings and reasons. In order to improve students' writing ability, writing teaching should not be a process in which a teacher writes an essay and students write an article, but a process in which teachers and students discuss life together, express their ideals and express their opinions. In order to improve students' writing ability, a teacher should be a good teacher, teach him basic writing skills and let him get started. In order to improve students' writing ability, we should cultivate students' divergent thinking, concentrated thinking and innovative thinking. In order to improve students' writing ability, teachers should combine "listening and speaking" with "reading and writing" instead of speaking the text for the sake of speaking. To improve students' writing ability, we should not let students "turn a deaf ear to things outside the window and concentrate on examination papers", but guide students to "care about family affairs, state affairs and what's going on in the world"; In order to improve students' writing ability, teachers should read masters' works with students and listen to their teachings. Teachers should express their love and hate with their students. Only in this way can our students love life more and more, understand life, embrace life, and become more and more wise, intelligent, humane and happy. If we do this, I think our students will study happily.
(V) About using the concept of "thinking" in Chinese teaching.
Regarding "thinking", the author once said that Chinese teaching is the teaching of "listening, speaking, reading, writing and thinking" with "thinking" as the core. How to embody the core of "thinking" In my opinion, as a Chinese teacher, we should do the following:
1. Chinese teachers are not only teachers of knowledge, but also teachers of ideology and morality.
Pascal, a French thinker, said: "Man is just a reed, the most fragile thing in nature; But he is a thinking reed. You don't need the whole universe to take up arms to destroy him; One breath and one drop of water are enough to kill him. However, even if the universe destroyed him, man is still much more noble than what killed him; Because he knew he was going to die, and he knew the benefits the universe brought him, but the universe knew nothing about it. Therefore, all our dignity lies in our thoughts ... "Therefore, as a Chinese teacher, we should become dignified people because of our thoughts and cultivate people with thoughts and dignity. Chinese teachers are not teachers of knowledge, but teachers of ideology and morality. They should even be teachers of students' happiness and social ethics.
2. Chinese teachers are not only teachers of thinking, but also teachers of thinking. Lamartin said: "People can become gods through thinking." Goethe said: "The so-called true wisdom has been thought for thousands of times; However, if we want them to truly become our own, we must think about them again and again until they take root in my personal experience. "So, thinking ability determines a person's future work level and development height. Only by having high thinking ability and mastering certain thinking methods can we cope with study and work. Therefore, our Chinese teaching can't ignore the training of thinking, such as thinking in images, logical thinking, divergent thinking, convergent thinking and dialectical thinking. Of course, thinking training is not only the task of Chinese, but also other disciplines. However, thinking training in Chinese teaching has its uniqueness, which runs through the whole process of Chinese teaching, not anything else. For example, writing is not so much a test of students' language expression ability as a test of students' life experience and thinking quality (analysis ability, appreciation ability and innovation ability of social life phenomena) and ability.
Chinese teachers are not only teachers of Confucian classics, but also teachers of humanities. Han Yu said: "Teacher, preach and teach to solve doubts." "Preaching" is the first priority for Chinese teachers. Cultivate students' positive and healthy ideology and morality and noble aesthetic taste, thus improving cultural taste. Chinese curriculum standard points out: "the rich humanistic connotation of Chinese curriculum has a profound and extensive influence on students' spiritual field, and students' reactions to Chinese materials are diverse." Therefore, we should pay attention to the influence of Chinese, the value orientation of teaching content and the unique experience of students in the learning process. " This passage clearly tells us that Chinese teachers should strive to tap the "cultural points" in textbooks, create a cultural atmosphere in the classroom, convey the motherland, the world, history and modern multiculturalism to students through language and writing, and cultivate students' "humanistic quality". Confucius practiced the road of "preaching" as a teacher of humanities with his own actions more than two thousand years ago. The Analects of Confucius? In Luz, You Ran and Gong Xihua, Confucius did not simply judge right and wrong for their different pursuits and goals, but guided students to cultivate their self-cultivation through inspiration, education, encouragement and recognition. Isn't this a model of humanized teaching and humanized teachers? Because language is not only a tool, but also a strong intention of humanity, life, humanity and personality. Learning a language is not only learning language knowledge and practicing language ability, but also emotional education and cultural edification, so as to enrich the mind, cultivate moral character, improve personality structure, and truly educate people. Therefore, successful Chinese teaching requires teachers and students to share a kind of human feelings, life experience and human feelings rooted in the humanistic spirit of language, fully activate the original solidified language, give play to their individuality, and create a fascinating and thrilling humanized situation.
4. Thinking should run through the whole process of Chinese teaching.
Language is not only a tool to express ideas and communicate, but also a material shell of thinking and a carrier of information. This kind of tool, shell and carrier is a symbol that only humans have. Therefore, thought and thinking are the core of language. Without thinking and thinking, language has no meaning of existence, which is what the ancients called "writing carries Tao" Therefore, as a Chinese teaching, if there is no "thinking" in it, Chinese teaching may be ineffective. Of course, any Chinese class (even the worst class) has "thinking". What I am talking about now is to put "thinking" in a very important and prominent position, with "thinking" in mind-thinking "thinking" in preparing lessons, thinking "thinking" in teaching, and thinking "thinking" interestingly after class.
The author thinks that Chinese class is to teach students five abilities of "listening, speaking, reading, writing and thinking", closely follow the eight keys of interest, habit, innovation and humanities, and follow the four requirements of "basic knowledge, basic ability, basic method and basic application", with the main purpose of improving people's ability and quality.