[Keywords:] Chinese teacher; Teaching methods; Teaching philosophy; Teaching mode; evaluate
"Teaching methods are the means used by teachers and students to complete certain teaching tasks in common activities. It includes both the methods taught by teachers and the methods learned by students. " [1] Chinese teaching method is the sum total of Chinese teachers' strategies such as ways, steps, means and skills to guide students to learn Chinese and improve Chinese literacy in an all-round way. Appropriate Chinese teaching methods can enable Chinese teachers to complete specific teaching tasks, promote students to learn Chinese effectively, attract students' attention, stimulate their motivation and interest in learning Chinese, and enhance the utilization value of teaching materials and other Chinese education resources.
In the tortuous development of contemporary Chinese education, excellent Chinese teachers have never stopped exploring. After the reform and opening up, long-term exploration has created a group of famous teachers, whose educational thoughts, educational concepts and teaching methods have far-reaching influence in the field of education in China. With the deepening of education reform, the enthusiasm of China's teaching community to explore teaching art is growing. We need to think calmly: teaching methods, explore its roots; One stroke, one style, the best.
First, Li Jilin's situational teaching method
Situational teaching method, founded by Li Jilin, refers to a teaching method in which teachers purposefully introduce or create vivid and concrete scenes with certain emotional colors and images as the main body, so as to arouse students' certain attitude experience, thus helping students understand textbooks and develop their psychological functions [2]. Teacher Li Jilin summarized the five elements of situational teaching to promote children's development as follows: "To cultivate interest as the premise and induce initiative; On the basis of guided observation, strengthen sensitivity; Pay attention to developing thinking and creativity; Stimulate emotion as the driving force and infiltrate education; Training language is used as a means to run through practicality. " [3]
This law is based on the viewpoint that human cognition is the unity of conscious psychological activity and unconscious psychological activity, and the unity of rational activity and perceptual activity. It emphasizes that the development of personality should not only attach importance to intellectual activities, but also fully mobilize the potential of students' unconscious psychological activities through emotional training, so that they can study with a high degree of concentration and complete relaxation.
The basic steps of situational teaching method are: creating situations-participating in various activities-summarizing and transforming. Creating scenes is to create vivid scenes according to the teaching objectives by means of life reproduction, physical demonstration, picture reproduction, music rendering, performance experience and language description, so as to arouse learning emotions. Participating in various activities means that students actively engage in various intellectual activities and learn imperceptibly in a specific atmosphere by participating in games, singing, listening to music, performing, talking and operating activities. Summary transformation refers to that teachers make students understand what they have learned through inspiration and summary, achieve the unity of emotion and reason, and turn the knowledge and experience they have learned into guidelines for guiding behavior.
The main function of situational teaching is to cultivate students' personality, improve students' autonomy and cooperation spirit through experience, and develop students' creative thinking and exploration spirit.
Second, Yu Yi's emotional teaching method
"Emotional Chinese classroom teaching" pursues a kind of changing beauty of teaching and learning ... It often organically combines speaking, thinking, answering, discussing and evaluating, and often integrates the advantages of heuristic, guiding and self-learning modes into its own style. This is also a' mode without mode'. "[4] The representative figures of Chinese teaching emotionalism are Yu Yi and Ouyang Dai Na. 1984 published Yu Yi's Record of Chinese Teaching Field Cultivation, which marked the birth of emotionalism.
Teacher Yu Yi believes that Chinese education should be oriented to people, rooted in love, beauty, guidance and mind. The characteristics of emotional classroom teaching are: first, three-dimensional multi-functional effects, a variety of new teacher-student relationships, and flexible classroom teaching models. Various teaching methods such as "clever introduction", "beautiful reading", "emotional narration" and "interest overflow" are often used to create situations. Chinese class actively pursues cultural spirit, "creates a cultural atmosphere with ancient poems", "quotes literary theory and poetry criticism to strengthen cultural self-confidence" and "expands the cultural field with relevant knowledge such as history, philosophy, music, art and drama performance". Teaching language "pursues vividness and kindness", "pursues richness and beauty of words", "pursues distinct and harmonious language rhythm" and "pursues purity, rigor and logicality". [5]
Emotional school advocates that guiding students to "think" should be placed in an important position. Yu Yi believes that Chinese teaching should guide students to "doubt-question-explain-doubt-question-explain again". Teacher Yu Yi's views are more in line with the law of students' reading and understanding of literary works.
As early as 1980s, the affective school sensitively noticed the importance of "emotion" in Chinese education, and put the cultivation of students' thinking ability in a very important position. For the first time, the Emotional School broke through the shackles of stylization in theory, and did not make a specific statement on what knowledge to teach first and what activities to engage in later in the process of Chinese teaching, thus leaving room for teachers to give full play to their creativity. The history of Chinese teaching reform in China will leave a glorious page forever. However, secondary education is basic education after all, and the "emotional school" does not pay enough attention to students' knowledge learning, which is a prominent weakness. In addition, the significance of "language factors" in Chinese education is overemphasized, and the educational significance of many factors in Chinese teaching is not paid enough attention.
Third, Qian Menglong's teaching method of reading guidance.
"Guide School" is a new teaching mode of Chinese teaching, which has been used for a long time. "Guidance" refers to the guidance, guidance, counseling and guidance of teachers in Chinese teaching. "Reading" refers to students' reading practice under the guidance of teachers. "Guidance" and "reading" constitute "teacher-student interaction". [6] The founder of the teaching method of reading guidance is Cai Clarification. 1985, the publication of Qian's book "Exploration of Chinese Reading Guidance" marked the formation of a new Chinese teaching model.
Teacher Qian Menglong systematically expounded the educational theory of "three subjects and four styles" reading guidance method. [7] The three masters are "teachers as the leading factor, students as the main body, and training as the main line". "Four styles" are four types of classes: self-study class, lecture class, practice class and repetition class. This paper puts forward the view that teachers should change from "speaking" to "guiding" and return the initiative of learning to students. "Self-reading" is a reading practice under the guidance of teachers, and the operation process is "initial reading comprehension-distinguishing style and analyzing questions-directional question and answer-deep thinking and asking questions-retelling and sorting out". The focus of "teaching reading" is not "teaching texts", but "teaching students to read by themselves". The basic principle of teaching and reading is "energy level correspondence"; The basic method of reading teaching is "nudge"; The strategy of reading teaching is to lay down the steps: "calibration-achievement-inducing a sense of accomplishment-calibration-achievement-inducing a sense of accomplishment". "Repetition" is not a simple "review", but a comprehensive reading evaluation training. Generally speaking, the whole repetition is carried out in units, or the related texts are combined into a "combined unit" for comparison and repetition. The reading guidance method pursues "humanization of teaching", "democratization of teaching", "scientificity of teaching" and "artistry of teaching" [8]