Concept of new Chinese curriculum:
(A) comprehensively improve students' language literacy.
(B) correctly grasp the characteristics of education in China.
(3) Strive to build an open and dynamic Chinese curriculum.
How do you understand "Chinese literacy"?
The basic connotation and elements of Chinese literacy include: emotional attitude, the accumulation of words, phrases and sentences, the quality of language sense thinking, learning methods and habits, the ability of writing, reading, writing and oral communication, cultural taste, aesthetic taste, knowledge vision, concepts and so on.
Some people say that "inquiry learning liberates students' thinking, while receptive learning restricts students' thinking." What do you think of this problem?
(1) This understanding is one-sided and incorrect.
(2) Inquiry learning takes students as the learning subject, attaches importance to students' independent construction of knowledge, and liberates students' thinking.
(3) Accepted learning can be divided into passive learning and active learning, which is also to give full play to students' initiative and not limit their thinking.
In the teaching process, receptive learning and inquiry learning, as the most basic and important learning methods, have their own strengths and complement each other.
Today, with the implementation of Chinese curriculum standards, we should combine these two teaching methods, which can not only give full play to the high efficiency of receptive learning, help develop students' concentrated thinking, strengthen the advantages of Chinese and writing training, but also give full play to the specialty of flexible inquiry learning, help develop students' discovery thinking, expand students' Chinese learning ability, make it the wings of classroom teaching, better cultivate students' Chinese literacy and improve the effectiveness of reading teaching.
Case study: A teacher, while teaching the article Morning in a Small Town, after helping students sum up the three characteristics of the morning in a small town, arranged a small exercise: imitating the writing style of the morning in a small town, writing on the topic of a campus morning, and writing the characteristics of the morning in a campus.
Ask each student to write a characteristic. After writing, the four people in the group will synthesize an article and finish it together. Before starting work, ask team members to discuss the characteristics of campus mornings and clarify their respective tasks.