There are a lot of concrete images, personal feelings and subjective contents in Chinese courses. Li Yu, the queen of the Southern Tang Dynasty, saw the helplessness of "the bottom of the spring has gone, and it is all in the world". Gong Zizhen saw the selflessness of "falling flowers are not heartless things, but turning them into spring mud to protect flowers". She is also a crow, and she is often a dull fool in fables. In Sidon and Shen's works, she is a clever and wise elf. Different authors have different opinions and different readers have different feelings. It is influenced by many factors, such as people's knowledge background, life experience and understanding angle. The images formed by various literary images in readers' minds are inevitably different. Everyone reads A Dream of Red Mansions, Taoism looks at lewdness, Confucianism looks at propriety, and Yin and Yang look at Yi. Everyone reads Walking on the Moon. This child sees the beauty of the moonlit night, and that child sees the sweetness of family. In the same article "Empty City Plan", some people read Zhuge Liang's ingenuity, while others saw Sima Yi's caution. Students have different reactions to China's materials. Therefore, Chinese education needs to advocate equal dialogue between teachers and students, and especially pay attention to students' unique emotional experience and unique opinions. There is such a teaching clip when dealing with foxes and crows: What do you want to say to foxes or crows after reading this story? Most children criticize foxes for being cunning and cheating, saying crows should not be cheated without thinking. Then a girl whispered, "crow, your meat has been cheated away." Don't be sad. I will give you a piece of meat to eat. " The girl didn't want to teach the crow to blame the crow like other children, but wanted to give him a piece of her own meat. How precious this childlike innocence is, isn't China's education to nourish people's emotions? Isn't this kindness what we should guard? He also said that in the teaching of Fox and Crow, when children were asked to talk about what they had read, one child said, "When you ask someone for something, you should say something nice about him and she will give it to you." At this time, should the teacher say "your idea is unique and can be linked with the reality of life" and actively affirm the child's idea? Of course not. To respect children's opinions, we must grasp a scale: understanding the content can seek differences and encourage innovation, but we must establish correct values. In daily teaching, we often hear different voices. We should respect students' multiple reactions, listen to children's voices, allow children to have opinions that are inconsistent with ours, and guide them if their values are deviated. As long as there is nothing wrong with the general direction, we should actively affirm them.
The humanistic education of Chinese lies in infiltration and edification, and lies in subtle influence. It is the spring rain that sneaked into the night with the wind, moistening the children's hearts without trace. This influence is long-term and gradual, and it is impossible to get immediate results, so I say: let students distinguish right from wrong and understand the truth in language, and don't pass it on in vain. We don't have to add political tail after learning the text. For example, after learning the little white rabbit and the little gray rabbit, we should tell our children not to learn from the little gray rabbit, but to learn from the little white rabbit ..... This is not the taste of Chinese class. We don't shout slogans, we don't sit in the right place, and we are in no hurry. After learning "My Comrade Qiu", can we still expect our children not to make small moves in class? After learning to "hurry", can they race against time? Ideological construction cannot be achieved overnight. We shouldn't spend precious time on empty talk about feelings. It is best for students to use the standardized language in the text as much as possible. For example, in a hurry, I think students should talk about their inspiration for learning the text. What did you get? The children just said to hurry. In this class, I handled it this way: this text must have touched you. Please choose one or two sentences from the text as gifts for your deskmate and encourage each other with your peers.
(B) China education has a strong practicality.
Cui Luan, chairman of the National Association of Small Languages, said, "Learning the mother tongue is not mainly based on imparting knowledge and revealing laws, but on getting in touch with language materials as much as possible, using Chinese educational resources as much as possible, cultivating a sense of language in a lot of colorful Chinese practice, gradually understanding and acquiring, and gradually mastering the laws of using Chinese."
Chinese education should not deliberately pursue the systematicness and integrity of Chinese knowledge.
In the past Chinese teaching, we used to systematize Chinese knowledge, and the mechanical analysis of words, sentences and paragraphs was the highlight. It is reasonable that the new curriculum standard does not require segmentation, summarizing the general idea of paragraphs and summarizing the central idea. Vygotsky said, "It is beyond the possibility of the mind to ask for getting rid of consciousness and thinking with concepts before the age of twelve." After a certain language accumulation, a certain sense of language and a certain stage of thinking development, it is appropriate to cultivate rational analytical and explanatory ability. So should we completely abandon the practice of subdividing induction centers? You can't give it up completely. In each unit, we should choose a typical text and practice summarizing the center in sections. For example, articles with typical structure, such as Northeast Forest, and articles with clear clues, such as Huang Jiguang, make students realize that the article was originally written in this way, and such segmented exercises are also effective guidance for students to practice.
What does the generation of students' knowledge and skills depend on? Relying on colorful Chinese practice activities. We might as well take various measures to make children learn Chinese happily. For example, we can make use of children's competitive spirit to engage in some competitions. The word contest and sentence contest in the competition group are just a very simple activity, which arouses students' interest, enhances their sense of competition and consolidates their knowledge. Why not kill two birds with one stone? Many articles in our textbooks tell stories, just like a short play, such as a small gecko borrowing its tail, a small butterfly and a caterpillar, a lotus umbrella, an empty plan, and harmony between things. If the teacher is willing to give children some time to perform, how many children will be eager to try? Some teachers may say that the task of Chinese class is so heavy that we really have no time. I think we can do one lesson less once in a while. After students are fully exposed to the text, giving them a lesson to perform the content of the text is of great benefit to the improvement of children's Chinese ability. They can deepen their understanding of the text in the process of preparing the performance. There is another argument. The deeper the text is debated, the clearer the truth will be. For example, in the lesson "Give up shooting", let students argue whether Fowler should give up shooting as a football player. Through the students' debate, I deeply felt the beauty of Fowler's personality. When there is a dispute about the characters or events in the text, it is easy to solve the problem through argument.
How to learn written language is the most important and nerve-racking thing for us. How to make students learn to write? The first is to internalize the language of the model essay into its own language. To internalize, you must first enter. Let students read those beautiful articles with feelings and rhythms, so that images and feelings can be integrated, inner videos can be produced, momentum and charm can be read, and even ideological contents that are difficult to really understand only through language analysis can be realized. Only by memorizing by heart can students gradually form various writing "examples" in their minds, so that students can follow the pen and the source when writing. We usually take time into account in teaching, so there is not enough time left for children to read. Students have little accumulation of beautiful sentences and articles, and feel that they have no ideas when writing, and their language is dry. Therefore, the Chinese classroom should be filled with books. How do children like to read? We have all been students, and we still remember that when we were young, we liked to study in different roles and our peers read from each other. Now there are music reading and performance reading, both of which are their favorite ways. We should guide children to learn languages in various forms they like and encourage them to be familiar with languages. Isn't there a saying that you can recite 300 Tang poems if you can't write them? It can be said that familiar reading is the best way to learn Chinese well.
(3) The characteristics of Chinese have an important influence on Chinese education.
Chinese characters are a symbol, a symbol containing culture. Chinese characters are tangible, have sounds and have certain meanings. They can seek meaning through form and sound, which is the synthesis of form, sound and meaning.
These characteristics of Chinese characters require us to lay a good foundation for literacy and writing, which is of great significance to the improvement of students' Chinese level. If this foundation is not laid well, students' Chinese learning will encounter insurmountable obstacles. With this foundation laid, students' Chinese level will improve rapidly, even by leaps and bounds. The teaching of Chinese characters must adhere to the principle of unity of form, sound and meaning. The analysis and comparison of similar words, homophones and polysemous words is an indispensable part of literacy and writing teaching. Tell primary school students that the shape of "wood" is like a tree, with horizontal lines at the bottom indicating roots and horizontal lines at the top indicating treetops, so that the meaning of "putting the cart before the horse" can be understood vividly. Isn't this interesting and effective? Radicals reflect the rules of Chinese character structure and should be mastered. But we can't misinterpret Chinese characters at will. For example, we can interpret the word "Zhao" as "a Japanese killed four people with a knife and shed four drops of blood". How to reduce this arbitrary misinterpretation? The Chinese Character Teaching Manual for Primary Schools, edited by Mr. Huang, an expert in linguistics and philology, published by Guangxi People's Publishing House, is of great help to literacy teaching. We can prepare such a reference book to help us improve the quality of literacy teaching.
Chinese word-formation, affixing into sentences and linking sentences into paragraphs can often be combined at will by means of semantic association, without lexical restrictions. We should pay attention to the overall grasp, ignore the mechanical analysis, and cultivate students' sense of language, which must be achieved by reading more books. Reading more contains two meanings: on the one hand, the contact with a large number of language materials, on the other hand, the repeated reading of famous books. Only by reading repeatedly can we better understand the thoughts and feelings of the works, and then realize the special significance and value of some expressions. In addition to reading the selected texts in textbooks repeatedly, we should also recommend a large number of language materials to students to broaden their horizons. Here, I want to talk about what kind of extracurricular books I want to study: to guide children to read excellent books that meet their age characteristics and cognitive level. What I want to say in particular is that when recommending extracurricular reading materials to students, we should consider the actual level of children. For example, children in grade three can read fairy tales and fairy tales they are interested in, such as The Story of Lenore Fox, The Muppet Forest, The Adventures of Onions, Mr. Pope and His Penguin, and The Journey to the West. If you give them a book "Reading Changes Life", I think nine times out of ten it won't arouse their desire to read. By the fifth and sixth grade, children's ideological horizons have broadened, and they can recommend works with complex stories such as Education of Love, Around the World in 80 Days, Romance of the Three Kingdoms, Anne of Green Gables and Bronze Sunflower. In the Chinese Teaching Newsletter in February this year, I saw the article "Xiaohe Cailou Jiao Jian" with a bibliography, which introduced the results of the extracurricular reading test in Gongchenqiao Primary School. Interested teachers can refer to it.
Chinese teaching should also pay attention to guiding students to think about the usage of function words. Function words, especially adverb conjunctions, are used much more frequently in written language than in spoken language. Chinese should pay attention to guiding students to think about the usage of function words. Only by learning function words well can we use written language freely and improve our spoken English. Moreover, the use of function words is closely related to the development of thinking. For example, the phrase "She was only fifteen years old that year" expressed her regret for Liu Hulan's heroic sacrifice. If you remove the adverb "Cai", it will get cold immediately. If it is changed to "already", it is not only cold, but also seems that she has lived too long. Another example is "He gave me a gun". If the quantifier is omitted, the meaning of "he gave me a gun" will change greatly. How to teach function words? Answer: Let students have more contact with language materials, repeatedly contact, read more, understand more, and the meaning and usage are clear to students!
After sitting here for so long, I reported my learning experience to you. Because the level is limited, mistakes are inevitable. Please advise.
"Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" stipulates: "The Chinese curriculum in the nine-year compulsory education stage must be geared to all students, so that students can acquire basic Chinese literacy. Chinese class should cultivate students' thoughts and feelings of loving the language and characters of the motherland, guide students to correctly understand and use the language and characters of the motherland, enrich language accumulation, cultivate language sense, develop thinking, and enable students to have the ability to read, write and speak to meet actual needs. Chinese courses should also focus on improving students' moral cultivation and aesthetic taste, so that they can gradually form a good personality and a sound personality, and promote the harmonious development of morality, intelligence, physique and beauty. "
This passage clearly defines the objectives and tasks of Chinese curriculum in compulsory education, and its outstanding feature is the diversification of Chinese education objectives, that is, from the previous emphasis on imparting knowledge and skills to the realization of the harmonious unity of knowledge and skills, processes and methods, emotions, attitudes and values.
The Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft) summarizes the characteristics of Chinese education into the following three aspects:
First, emphasize the diversity of forms' feelings about Chinese materials and attach importance to the edification and experience of Chinese. The rich humanistic connotation of Chinese curriculum has a profound influence on students' spiritual field, and students' reactions to Chinese materials are often varied. Therefore, we should not only pay attention to the influence of Chinese, the value orientation of teaching content, but also respect the unique experience of students in the learning process. From teachers' imposed experience to students' personal experience.
Traditional Chinese teaching focuses on indoctrination, and students' understanding of the text is often parrot-learned, taking the teacher's teaching as the criterion. Although this kind of teaching also emphasizes students' "thinking", "understanding" and "experience", its essence is a false experience, which is imposed by the teacher. The implementation of humanities teaching should change this situation, encourage students to experience independently, and recognize students' diversified responses to Chinese materials.
Second, the Chinese course is characterized by rich humanism rather than science, its object of action is students' spirit and mind rather than intelligence and skills, its mode of action is edification rather than scale forging, and students' response to Chinese materials is personalized and diversified rather than universal and single. It is of great theoretical and practical significance to strictly distinguish Chinese from natural sciences such as mathematics, physics and chemistry. Although this difference is so obvious, it has not been fully recognized and valued for a long time. It always intentionally or unintentionally covers up the essence of Chinese education, distorts the soul of Chinese education, makes Chinese education a tool of vulgar politics and various ideologies, loses its due value, and delays the spiritual construction and soul awakening of generations.
What I want to put forward here is that emphasizing experience and edification does not completely deny the role of training and recitation. Traditional reciting and training methods are still effective for teaching content with strong tools. For example, the cultivation of writing ability can't be done by edification alone, and it needs hard training. However, the training that Chinese needs is not the exam-oriented skill training that is completely divorced from life experience and real life. Chinese should train students to read, think, experience and feel, and this kind of "training" is actually to let them practice reading and writing freely. The teacher's task is to participate, read, discuss and communicate with them. Now there are a mountain of exercise books, examination papers, complete works, intensive compilation, treasure Dian, secrets, art of war and so on, and their training is enough to rebel against China education.
As for reciting famous articles and sentences, it is even more necessary. Memory ability itself is a very important ability, which is the basis of all other abilities. Children have a strong memory, so it is entirely possible and beneficial for them to recite some excellent chapters. If memory is put on hold for a long time, it will decline, which will not only waste resources, but also affect the development of other abilities and even promote a person's premature aging. As far as Chinese teaching is concerned, reading aloud is the most effective way to cultivate a sense of language. The ancients talked a lot and it was really an experience. Unfortunately, our Chinese teaching in senior high school has seriously neglected reciting kung fu, and some poems memorized from primary school to junior high school have been completely forgotten. I think, if a person can easily recite more than 300 Tang and Song poems and 100 paragraphs of famous ancient prose, then. His Chinese literacy can't be much worse.
Students' Chinese practical ability is not formed in the process of "speaking" in class, but in students' full "practice". Chinese classroom should be a place for students to "practice" Chinese. Chinese classroom should build an open world of Chinese learning and open up the communication channels between classroom life and social life. In Chinese teaching, we should guide students to actively participate in Chinese practical activities and strive to improve their practical ability. In reading teaching, teachers should not regard Chinese textbooks as established dead texts, but as learning resources jointly constructed and developed by teachers and students. We should open up more channels for students' Chinese practice, let them have extensive contact with Chinese materials, and thus improve students' Chinese practice ability.
Third, pay attention to cultivate a good sense of language and overall grasp ability. The cultivation of language sense should be through overall perception. There are two understandings of the overall characteristics of language sense. One is to put the language and characters in a specific context to feel the profound meaning of their expression completely, instead of exegetical interpretation word by word, which makes the article fragmented; Second, it refers to the overall, comprehensive and general grasp of the target audience, rather than piecemeal analysis, taking into account the specific understanding and segmentation of all aspects and levels. Comparatively speaking, the latter can reveal the uniqueness of language sense. The integrity of language sense is sometimes manifested as fuzziness, namely ambiguity and uncertainty, which is different from fuzziness. When people perceive words, they often only have the intuitive results of right and wrong, but they can't distinguish the process of language sense judgment, which is manifested as a kind of "knowing" and an understanding of "knowing it but not necessarily knowing why". On the one hand, the integrity of language sense is related to intuitive thinking, on the other hand, it is related to the unique cultural tradition of Chinese. Chinese is a language of "rule by man", and Chinese characters are thought-provoking. Grammar takes word order and function words as the means, "emphasizing psychology but neglecting form", which is fixed in the language structure, paying attention to the induction of mind and matter, intuitive understanding and overall synthesis, and the thinking structure is vague. These characteristics have promoted the development of image thinking, empirical thinking, intuitive thinking and analogical reasoning ability of the Han nationality, making overall grasp, general feeling and fuzzy thinking the main and good ways and means for the Han nationality to feel the speech object. The integrity of language sense avoids the one-sidedness of "seeing the trees but not the forest" and the shortcomings of being shorter than analysis and difficult to understand thoroughly. It can be seen that the sense of language is an all-round and multi-level overall grasp of speech in an instant.