Introduction: The most important and crucial thing in Chinese practice is "use". There must be enough "accumulation" in learning Chinese, which is a law that can not be ignored; However, "accumulation" is for "use". In other words, learning Chinese is not the ultimate goal, but mastering a tool and a means. Let me introduce you to an article about China's handwritten newspaper. Welcome to read it for reference!
About China Handwritten Newspaper
Chinese is a practical course, so we should focus on cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice, rather than deliberately pursuing the systematicness and integrity of Chinese knowledge. Chinese is also a mother tongue education course, and learning resources and practical opportunities are everywhere. Therefore, students should be more directly exposed to Chinese materials and master the rules of using Chinese in a large number of Chinese exercises.
China's practice in 1. standard is different from China's practice in philosophy. Philosophy stresses practice, and practice refers to all activities of human beings to actively understand and transform nature and society. It holds that practice is the foundation and source of cognition, the motive force of cognitive development, the standard of testing truth and the purpose of cognition. The "practice" mentioned in the standard only refers to the cultivation of students' Chinese practical ability, which is a special practical ability, including literacy, writing, reading, writing and oral communication ability to meet practical needs. Chinese practical activities, that is, various forms of listening, speaking, reading and writing activities.
2. The most important and crucial thing in China's practice is "use". There must be enough "accumulation" in learning Chinese, which is a law that can not be ignored; However, "accumulation" is for "use". In other words, learning Chinese is not the ultimate goal, but mastering a tool and a means. As a tool, it can not be used as an ornament, but should be used to participate in various practical activities. For students in school, it is first used for learning practice and learning all kinds of new knowledge and skills; It is also used in life and various social activities. The students learned some words, learned some sentences and recited some poems. If we just want to remember it and store it, it is the "dead reading" that we have always opposed, which will inevitably lead to rote memorization, which will make students' thinking rigid and intellectual suffocation. Only by combining "accumulation" with "application" can we have complete language ability. We expect that the Chinese knowledge and skills students have learned will have a positive impact on students' learning of new textbooks and new knowledge. The so-called from the known to the unknown, extrapolate, the premise is "use"-use the known to explore the unknown, and use "one" to counter "three". Students have difficulties in learning, often not because what they learn is as difficult to understand as "gobbledygook", but because what they learn is useless and useless. How to talk about Chinese practical ability?
3. Chinese practical ability, when it comes to roots, we should attach importance to and emphasize ability. Chinese ability and Chinese knowledge are inseparable. Without a certain basic knowledge of Chinese, it is impossible to form Chinese practical ability. According to the standards, improving students' Chinese literacy and cultivating students' Chinese practical ability does not mean that Chinese knowledge is unimportant. "Standard" tells the learning of Chinese basic knowledge from different angles, without denying the significance of Chinese knowledge at all. The problem is how to recognize and treat Chinese knowledge. The Standard points out: "It is not appropriate to deliberately pursue the systematicness and integrity of Chinese knowledge". In other words, Chinese practical ability should not be designed and cultivated according to a complete Chinese knowledge system. In this regard, we should clearly realize that this is not the same thing as whether we want Chinese knowledge or not, and we cannot oppose Chinese knowledge and Chinese practical ability.
4. How to cultivate students' Chinese practical ability is mainly cultivated in Chinese practice and listening, speaking, reading and writing activities. In other words, students' listening, speaking, reading and writing abilities are not mainly cultivated by teachers' explanation and analysis, nor by asking and answering questions; It can't be cultivated by isolated, tedious and repetitive individual exercises, nor can it be cultivated by memorizing all kinds of Chinese knowledge. Only by applying spoken and written language to listening, speaking, reading and writing can we be called to have the practical ability of Chinese. If it can only be used in practice, it is not a real practical language ability. The newly revised Chinese textbook by People's Education Publishing House has changed "basic training" into "accumulation and application", deleted the original section of "words and sentences" and added a section of "reading and memory", as well as "reading", "oral communication" and "practice". Obviously, the revision of teaching materials is an attempt to reflect the guiding ideology of cultivating Chinese practical ability in Chinese practice from one side. Of course, a single basic exercise is not without its merits. Some exercises, such as writing, are also a kind of Chinese exercises, and some exercises also have a certain auxiliary role in cultivating Chinese practical ability, which should not be completely denied. However, that is not the main way to cultivate Chinese practical ability after all. In particular, primary school students can't be expected to memorize some knowledge, nouns and terms about grammar, rhetoric and article writing to improve their Chinese practical ability. If you blindly believe in similar methods, it is tantamount to seeking fish from the edge of the tree.
5. Chinese practice is a comprehensive activity. Mainly reflected in the following aspects.
(1) The requirement of 10 put forward in the "point goal" stipulated in the second part of the Standard specifically clarifies all aspects involved in Chinese practice activities. On the one hand, this item 10 is the specific requirement of Chinese practice activities; On the other hand, it is also the foundation of Chinese practical ability. It is particularly important to note that this item 10 is not isolated from each other, but inextricably linked.
(2) In Chinese practice, the study and application of words, phrases, sentences and texts are combined; Listening, speaking, reading and writing are interactive. At the same time, words, sentences, writing, listening, speaking, reading and writing are closely linked and organically integrated.
(3) In reading practice, students' eyes, mouth, ears, hands and brain are combined with each other, taking thinking as the center; Combine feelings, understanding, appreciation and evaluation. In the practice of writing and oral communication, observation, thinking, imagination, feeling, evaluation and expression are combined; The combination of listening, expressing, civilized attitude and Chinese accomplishment.
(4) The combination of in-class Chinese learning and extracurricular Chinese activities; Chinese learning is combined with other subjects, family and social life.
(5) The comprehensiveness of Chinese practice requires teachers to change their teaching concepts, take the road of Chinese education, pay special attention to the development of Chinese resources, broaden the space for students' Chinese practice, increase the opportunities for practical use of Chinese, and inspire students to learn and use Chinese all the time.
(6) The cultivation of Chinese comprehensive practical ability should be focused on in different periods, but it should not be artificially separated and isolated, but should be mutually infiltrated, organically connected and step by step.
6? Chinese practice is the subject's practical activity. Subject, philosophically speaking, refers to a person with practical and cognitive ability and subjective initiative. The main body of Chinese practice is individual students, and their Chinese practical ability depends on how well their main role is played. Since students are the masters of Chinese learning, Chinese teaching should focus on cultivating students' autonomous learning ability and enhancing their awareness and habits of autonomous learning. Ye Shengtao, a Chinese educator of the older generation, advocates "self-study without teacher's instruction" and "self-writing without teacher's correction", which is the ideal realm for students to play the main role in Chinese practice and the goal pursued by our Chinese education. In a word, Chinese practice is the practice of the subject, and the role of the subject should be reflected in Chinese practice.
7. Subjective initiative plays a decisive role in China's practice. In the process of Chinese practice, students should actively think and explore, actively apply existing knowledge and skills, acquire new knowledge and solve problems. Without this subjective initiative, there would be no truly valuable practice in China. "Get" and "get" are two seemingly similar but essentially different concepts. Acquisition refers to active exploration and acquisition; If you get it, you are passively waiting for acceptance. It is worth noting that in our Chinese teaching, it is often impossible to distinguish between "acquisition" and "acquisition", "initiative" and "passivity".
Taking classroom reading teaching as an example, there are some seemingly "active" but passive phenomena. During the 40 minutes of class, the students kept "moving". Reading, writing, asking questions, answering and even debating ... The atmosphere is lively enough. But when we think about it calmly, there are fewer internal "real tricks" and more external "fake tricks". For example, in reading, students are not eager to read according to their own needs, but read the whole text, a paragraph or a sentence under the guidance of the teacher. For example, when understanding words and sentences, it seems that students are also thinking. However, they are not thinking about their own words, but looking for answers according to the questions raised by the teachers. For example, asking questions and asking difficult questions is mostly because the teacher has arranged such a teaching link, rather than the students themselves really finding problems in reading and thinking, which cannot be solved by their own efforts. They are eager to learn from their classmates and teachers and take the initiative to ask questions. As for asking and answering questions, students are "led by the nose" by a series of questions, and there is no sign of students taking the initiative. Similar to the above situation, there are phenomena in and out of class. For example, the practice of Chinese in campus, family and social life is basically that students complete the homework assigned by teachers. All these have greatly hindered the realization of the goal of cultivating Chinese practical ability.
What needs to be clear here is that the role of teachers in organizing and guiding students' Chinese practice ability should not be weakened, but strengthened. Only under the correct organization and guidance of teachers can students' awareness and habits of autonomous learning be cultivated. Therefore, teachers are required to change their ideas, update their knowledge, constantly improve their comprehensive quality, creatively understand and use teaching materials, actively develop curriculum resources and flexibly use various teaching strategies to guide students to learn to learn in practice.
8. To improve Chinese practical ability, we need to master certain methods of learning and using Chinese. Any kind of practice is inseparable from the necessary tools and operating methods. China's practice is no exception. Therefore, the "Standard" puts forward in the "general goal" that students should "master the most basic Chinese learning methods". With methods, knowledge can be transformed into ability. If we master the methods and consciously apply them to listening, speaking, reading and writing activities, we can gradually form the ability of Chinese self-study and acquire rich knowledge independently. Dewey, a famous American educator, believes that "students' learning lies in becoming masters of many methods", which profoundly explains how important methods are to students.
Of course, any method is not omnipotent, can not be applied to any situation, and can not be suitable for every student. Therefore, we should attach importance to students' personality differences, and allow and encourage students to learn and use Chinese in a way that suits their own characteristics, without compulsory unification.
When teaching Chinese learning methods to students, we should pay attention to: first, teaching students the most basic Chinese learning methods; Second, step by step, taking into account the age characteristics of students, not exceeding the requirements of each period; Third, Chinese learning methods should not be taught as knowledge. The teacher said that students' backs are taboo. It is necessary to guide students to actively understand and use methods in repeated Chinese practice.
9. When the standard expounds the cultivation of students' Chinese practical ability, it also talks about stimulating interest, cultivating habits, cooperative learning and how to evaluate it. These are very important issues, which need further in-depth study and practice.
;