The purpose of foreign language teaching is to accept and express knowledge and opinions through the training of four basic skills: listening, speaking, reading and writing. The emphasis is on the cultivation of language skills rather than the imparting of knowledge. Therefore, in the junior middle school of foreign language learning, texts are generally all aspects of daily life, so many people find foreign language learning very boring, and foreign language teachers also find it difficult to mobilize the enthusiasm of learning in classroom teaching. According to the author's experience, successful Chinese classroom teaching is to make full use of all the teaching elements in the classroom and focus students' interest on language learning and language skills training. One way is to organize classes and classroom teaching through blackboard writing.
First, the role of blackboard writing
From the perspective of classroom organization, a good blackboard design has the following functions: first, the function of display. This is the basic function of blackboard writing. In class, if you encounter difficult words or words, words and sentences that students don't understand or understand, the teacher can write them on the blackboard at any time, which can help students identify and understand. This will clear the way and prevent them from interrupting the teaching process. Second, the function of focusing. Classroom teachers mainly rely on a book and a piece of chalk. If the teacher carefully designs the blackboard, integrates the teaching emphasis, difficulty and teaching purpose into the design of the blackboard, and takes the blackboard as the main medium of classroom teaching, then the attention of the whole class is focused on the blackboard, forming a focus and center. Third, the role of summary. The duration of a class is generally 45 minutes. If two classes are connected continuously, there must be a lot to learn in 90 minutes. Write down the language structure, sentence patterns and key words of this lesson on the blackboard, and write down the teaching points and difficulties. After all the teaching sessions, at the end of the class, summarize what you have learned in this class again and lead the students. Fourth, assign homework. As the last link of classroom teaching, on the one hand, it connects classroom learning with after-class learning, on the other hand, it connects this class with the next class. Therefore, the teacher should not assign homework too casually, and must write the homework clearly on the blackboard.
Second, the design of blackboard writing
When preparing lessons, teachers should consider the design of blackboard writing from the following aspects: First, the content. Make clear what must be written on the blackboard, what can be written on the blackboard and what can't. Such as dictation of new words. If students are asked to dictate on the blackboard, they must decide what to dictate and what not to dictate when preparing lessons. It is impossible to dictate all the new words. Second, location. Think about where to write it. Generally, the blackboard is divided into three functional areas: left, middle and right. The left part is used to show language points, and the blackboard is usually written before class. The middle part is the new words in dictation and the key points and difficulties encountered in dealing with the text. These two parts should be designed by the teacher when preparing lessons, and the right part should be reserved for difficult words, difficult words, complex sentences that are not in the text during the interaction of blackboard writing teaching, as well as the final homework. Third, the time to write on the blackboard. Teachers should decide when and what to write on the blackboard according to different teaching purposes and their own teaching methods. For example, grammar points are sometimes written before class, which can save class time, and sometimes they are presented while processing the text, so that students can understand grammar from the perspective of discourse, which is conducive to cultivating students' sense of language.
Third, the level of writing on the blackboard
The design of blackboard writing is not only to show the teaching content, but also to consider the interaction between blackboard writing and students, as well as the connection and interaction of various functional areas on the blackboard. With the development of classroom teaching content, blackboard writing shows its hierarchy. For example, the title of this class should be written right above the blackboard at the beginning, so as to clarify the learning content of this class, attract students' attention and play a role in organizing the class. At the same time, the teacher explains the content related to the topic, which plays the role of introducing new lessons. On the one hand, it can check students' preview after class, on the other hand, it can expand students' thinking and arouse their learning enthusiasm. Many teachers like to write down the key words or sentence structures that can prompt the expression of the article on the blackboard in the order of the article while learning the text. The purpose of doing this is to learn these language points and let students retell them under the prompt of these words. At first, the prompt words and sentence patterns were complicated. With the deepening of students' understanding of the text and the enhancement of their expressive ability, teachers can gradually and selectively erase some contents, leaving only a few hints for students to repeat the whole text, so that students can almost recite the text.
Finally, the design of blackboard writing should also consider aesthetics. Teachers should first make the font neat, especially in the primary stage, and write regular script instead of running script.
Paying attention to the role of blackboard writing in Chinese teaching and studying and pondering its role to the extreme will often get twice the result with half the effort in teaching. (Zhao Wanxun, Li Danning)
(from Russia)
(The author is a teacher at Confucius Institute, Russian Far East State University)