[Keywords:] people-oriented life education Chinese life classroom
The World Children's Fund has a famous saying: "The world is lent to us by children", and our education should be all for students. The reality of life tells us that if a person lives in an environment lacking dignity, rights and freedom, it is impossible to have full autonomy and creativity. The second phase of curriculum reform and "Two Outlines" put forward: let students get sound development in personality and cultivate the consciousness of respecting, fearing and caring for life. This requires our teachers to adjust their roles in time, establish an educational view that meets the needs of quality education, establish an open and comprehensive curriculum view and a teaching view that promotes students' autonomous learning and actively constructs knowledge. For the current Chinese teaching, it is urgent to build a dynamic Chinese classroom and carry out effective life education for students.
First of all, teachers should establish a correct educational concept in Chinese teaching.
1, to establish a correct concept of life education, teachers are required to establish a student-oriented education concept first. In the process of education, we always adhere to the student-centered, caring for people's growth as the purpose, so that students can develop harmoniously physically and mentally. At the same time, we should respect the objective facts of individual differences in students' lives, respect the different growth rhythms of life, be tolerant of mistakes in the process of students' growth, guide our teaching work with the concept of life education, and influence students subtly. For example, when students encounter difficulties in their studies, they should patiently help him analyze the problems and let him really understand-replace meaningless accusations with sincere help; When students' exams are not ideal, we can guide them to seek improvement countermeasures-to replace complaints with effective working methods ..., to care about students' self-esteem, so that students can respect and care for others after feeling respect and care, and move from "introspection" to "self-seeking success".
2. To establish a correct view of life education requires teachers to establish a view of Chinese curriculum with the unity of knowledge and value. In teaching, we should closely combine the imparting of knowledge with the cultivation of students' emotional attitudes and values, so that students' cognitive learning process is accompanied by positive emotional activities. In traditional Chinese classroom teaching, teachers often impart knowledge in isolation, resulting in the phenomenon that students recite knowledge points before the exam and return them all to the teacher after the exam. In the communication with students, we can easily find that what students really understand and integrate into the life subject is "not the knowledge itself, but the meaning in the knowledge". This requires teachers to create Chinese teaching scenarios in Chinese classroom teaching by various means, using rich curriculum resources such as literature and history materials or video materials, so that students can understand the meaning of knowledge in learning. We should really link learning activities with students' lives and experiences, make the learning process a positive emotional experience process, and let students realize the significance of knowledge to life in the process of learning knowledge; As Professor Zhu Xiaoman said, "Knowledge is closely related to people's lives", "As an intelligent knowledge, it must have penetrated into people's lives. Accordingly, the wealth created by this knowledge is not only material or spiritual, but also includes the enrichment and improvement of people's lives. "
3. To establish a correct view of life education requires teachers to establish a view of Chinese teaching that conforms to the development of the times. The so-called "living language" is embodied in the "progressive truth" and "living social spirit and social ability" contained in the generation of Chinese knowledge, which is embodied in "facing the language, we can cry or laugh; You can recall or joke; You can sing or curse. Chinese gives us a place to vent our emotions, sublimate our experience and sublimate our understanding "; Chinese "gives us a broad space to expand the wings of imagination and a broad stage for our hearts to dance freely". From this perspective, what our Chinese teaching should teach students must be "thoughtful" Chinese, "emotional" Chinese and "living" Chinese. The blending of thought, emotion and life can make us feel the real "jumping" life of "people" in the text and life. Only in this way can students fully feel the strong pulse of life and rich humanistic atmosphere in Chinese classroom teaching.
Characteristics of Chinese Life Classroom under the Second Curriculum Reform
1, Chinese "life" classroom is a classroom to promote the development of all students.
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Promoting the development of all students is the requirement of quality education. The Outline of Education Reform and Development in China pointed out: "School education should be changed from exam-oriented education to all-round improvement of national quality education, which should be geared to all students, comprehensively improve students' ideological and moral, cultural science, labor skills and physical quality, promote the lively development of schools and run their own characteristics. However, due to various factors in traditional teaching, teachers pay more attention to students with excellent grades. Students with excellent grades often have more opportunities in classroom teaching, and a considerable number of students have to be in a passive learning state of "watching" and "listening" because they are not given enough opportunities to participate in learning activities. Over time, these students lost interest in learning. Chinese "life" course requires us to change from "elite" education to "civilian" education. Our eyes should look down. We try our best to get all the students to participate in the classroom teaching.
2. Chinese "life" classroom is the original classroom of life.
Chinese "life" classroom is the original classroom of life. Chinese teaching should serve the growth of students. Chinese "life" course is a life-oriented teaching, seeking the return of the scientific world to the life world, striving to realize the integration of the scientific world and the life world, so that the main world will not lose its meaning of existence because it forgets the life world. Lead the content of education and teaching from books and classrooms to the colorful life world of students. Guide students to capture, observe and experiment in life, search, select, analyze, process and make effective use of information, improve information literacy of obtaining, communicating and creating information in various forms, learn to find problems in life, production and various disciplines, improve knowledge construction, and cultivate awareness and ability of independent thinking, integrating theory with practice and realizing self-sustainable development. Therefore, Chinese "life" classroom requires the classroom to become a part of students' life.
3. Chinese "life" classroom is a dynamic and generative classroom.
Chinese "life" class opposes the strictly controlled relationship between teachers and students and the modeled view of teaching process. Chinese "life" classroom requires that the teaching process be regarded as a process in which teachers and students participate together around the teaching content, interact through dialogue, exchange and cooperation activities, and promote teaching activities in a dynamic way to achieve teaching tasks and goals; Chinese "life" course advocates that students' learning process is regarded as a process in which students criticize, question and rediscover the learning text, a process in which students devote themselves to learning activities, experience and appreciate the formation of knowledge, and a development process in which students need it in many ways. Therefore, the Chinese "life" classroom is a dynamic classroom; Chinese life class is a generative class. Students produce new knowledge and skills on the basis of practice, experience, perception and exploration.
4. Chinese "life" class is a dialogue class.
Traditional teaching regards students' mastery of book knowledge as the core purpose of teaching, and finally falls into the strange circle of "teachers teach and students read books". "Life" class is a dialogue class. It can be a dialogue between students and teachers, or a dialogue between students and students. The process of dialogue is a subtle process of thought, truth, meaning and emotion, and a process of improving one's quality of life. This kind of dialogue is not a way and means to convey some truth, meaning, attitude, etc. For each other, but the dialogue itself? Reveal the secret? To understand the truth, through understanding, the truth can be revealed and accepted by students. Dialogue in the true sense is a flowing river of thoughts and emotions, which inspires and collides with sparks of thinking and flashes fresh ideas; This shows that dialogue training is the soil of students' thinking, personality and cooperative spirit.