First, how to guide students to "feel"
The new curriculum standard emphasizes the position of emotion in reading, which undoubtedly respects the law of Chinese learning, especially the law of Chinese acquisition. However, in what way should perception be realized? Can perception solve all the problems in Chinese teaching? Emphasize sentiment, do you want to "cultivate"?
Once, in reading teaching, I applied the experience of others, first let students perceive the text as a whole, point out several students with strong language foundation to summarize the main content and emotional tendency of the article, then let students read the text or paragraphs alone, find some video clips related to the text, and finally ask one or two questions for students to discuss for a few minutes. I will make a summary, nothing more than this is reasonable, that is correct, and the class is over. Talking to students after class, the students said there was nothing to gain.
Didn't this class misinterpret the proper connotation of "perception"? So, what is the connotation of "love"?
Perception is hierarchical. Different students read the same article, and the depth of perception is different; The same student uses different reading methods, and the perceived effect is also different. Reading "Kansai, a boxing town in Lutiha", those students who are poor and often looked down upon may be awed by Lu Da's behavior of valuing righteousness over wealth, punishing evil and promoting good, and those students who like bullying may learn from the tragic death in Kansai. Have their own life experience, intuitive ability to feel, reading environment and many other factors. In teaching, teachers should guide students to think, explore and question the text, and lead their emotions to a deeper level. We should not only know that Luda has a traditional evil virtue, but also know why Luda punishes the wicked with fists instead of the law. More importantly, we should know whether we need to solve the problem with fists in the face of disputes today.
There are various ways to feel. Reading, especially reading aloud, is the most important way to feel, but there are many ways besides reading, such as listening and speaking. Listening to others read aloud and exchanging reading experience with others will inevitably deepen the depth of understanding. Perception does not exclude proper language training and analysis, which is conducive to in-depth understanding of the text. Mechanical stylized training must be completely abolished, but it is conducive to the improvement of students' Chinese literacy, and language training conducive to the cultivation of students' thinking ability should not be abolished. Effective perception is inseparable from language training.
Perception is only the initial stage of reading. Most reading is not to satisfy feelings. High-quality reading, especially creative reading, is difficult to achieve only by feeling. Perception is a reading activity based on visual understanding, and it is the beginning of reading, not the end of reading. Appreciation and questioning are the advanced stages of reading. It is impossible to deeply understand the text only with vivid feelings and without rational thinking. If the basic direction of the current college entrance examination reading proposition is correct, then it can be explained that the total feeling is only part of the reading task. Most of the reading questions in the college entrance examination can not be completed by feeling alone.
Second, how to determine the status of the text.
Characters are commonly known as "texts". It has become a consensus to overthrow the supremacy of texts in reading teaching. But how to determine the proper position of the text? Has the text suddenly become a dispensable ornament from the supreme position and the introduction of the topic of reading teaching?
Teachers and researchers from counties and cities come down to attend classes, and we usually come to class like this: one-third of the time is spent on reading teaching about texts; One third of the time is spent on expanding reading; One third of the time is spent on divergent thinking training in imitation writing. As for the Chinese quality class competition, it is even more lively. It is also multimedia, and it is also the time for students to perform a textbook drama on stage, and even spend seven or eight minutes to let students discuss materials that are not necessarily related to the text. Forty-five minutes watching videos, listening to songs, dancing and drawing seems to have everything except Chinese. In this way, how much effect does this method have on the interpretation of texts and the improvement of Chinese literacy? An award-winning teacher of a high-quality class spent nearly ten minutes asking students to draw pictures in "Climbing the Fortress" by the poet Wang Wei in the Tang Dynasty to express the artistic conception of "the desert is lonely and the long river sets the yen". Why not let students describe the artistic conception of this poem in their own language? Isn't Chinese class to cultivate students' language expression ability?
Although text interpretation is not the only task of reading teaching, reading teaching is always based on a certain text. Is it another misunderstanding of Chinese teaching to put text interpretation in a secondary position and arrange teaching content and process at will?
I think there is an experience in traditional reading teaching that should be inherited and carried forward, and that is to guide students to read in and out. Through reading, we can enter the inner world of the article and the author, but instead of passively accepting the author's thoughts or simply listening to the author's words, we activate our emotions, form our own opinions and talk to the author of the text in the process of accepting. Only in this way can students' Chinese literacy and language application ability be improved. This traditional experience is consistent with the new curriculum concept. It used to be a reading behavior that we denied. But now, if the teaching of text reading is extremely diluted, we will not enter the inner world of the text at all, let alone the inner world of the author. There is not enough reading time, not enough in-depth interpretation, no internal experience, no in-depth exploration. Such a classroom is beautiful, but what's the use?
Reading teaching is not impossible to expand, nor is it impossible to carry out open thinking training. It is also good for students to watch videos and draw pictures. But since it is reading teaching, the time for reading, understanding and explanation must be guaranteed. The introduction of other contents must be intrinsically related to the content of reading teaching, and all other forms must serve this main and fundamental task.
The main task of Chinese class is to cultivate students' Chinese literacy and Chinese ability, and the effective way to realize it is to enrich Chinese practice. Reading class is naturally learning to use language in reading teaching activities. This kind of language activity is not a simple language skill class, but is carried out in mature reading teaching. Language activities are carried out in a "field" and a scene. It is the existence of the text that makes this scene and this "field" appear. Can the teaching task of Chinese class be realized by suspending and diluting the text?
Third, what role should teachers play in the classroom?
Students are the masters and subjects of the classroom, which has reached a consensus. So what is the role of teachers in classroom teaching and what role should they play? Nowadays, it seems fashionable for teachers to be the tail of students, the host of the class and play the role of series transition. Is this practice in line with the spirit of curriculum reform?
Many teachers do nothing but praise students blindly or cheaply, regardless of whether they have original or reasonable opinions. This is a response to the past practice of teachers engaging in discourse hegemony, but it seems to have reached the other side of the problem. It is said that this practice is to respect students' right to understand and think, encourage students to dare to express their unique views different from others, and cultivate students' creative thinking ability. If it is a kindergarten, it makes sense. Let students dare to speak and think first, and don't frame their thinking. The intention is good. But as a middle school student, if you are only satisfied with the quality of speaking and thinking that allows students to dare to think and speak, I am afraid the requirements are too low. In this way, we will cultivate a group of "talents" who dare to speak, not speak and express their opinions, but just talk nonsense or importune. Yes, the answers are colorful, but not all the answers are right; All the answers are ok, and not all the answers are of the same quality. It is a sin for a middle school Chinese teacher not to try his best to cultivate students' thinking quality, not to give full play to the role of a teacher and not to fulfill his duties as a teacher. It is a sin to train passive students in Nuo Nuo, but it is not a sin to train students who are full of nonsense. Cheap praise is of no benefit to students with a certain level of cognition, especially those with a little thought. Even if they don't think you are mocking, they are mocking maliciously.
In Chinese class, many teachers can't or dare not respond to the problems in the teaching process in time, and can't make an appropriate evaluation of students' opinions, let alone give guidance. On the one hand, this is a question of teaching tact, on the other hand, it is also a question of one's own internal strength. The latter is a more important issue. Dialogue has become a recognized concept of reading teaching. However, as a dialogue between reading strategies and reading teaching concepts, it should not be understood as a question and answer between teachers and students, but as an exchange of reading experience, reading association and reading evaluation, emotional interaction and ideological collision. Conversations are always conducted on the premise of having the same, similar or similar knowledge. If you really want to talk to the author, it is not easy to talk to the text. How can we talk if we don't even know each other's ideas? The teacher has no opinion on the text except a few sentences in the reference book. Who can he talk to? Guiding reading teaching with the concept of dialogue requires teachers to have their own personality reading, understanding and knowledge. If the teacher only sells some ready-made things in the teaching reference books when preparing lessons, it is impossible to have a dialogue with students. Teachers can't properly evaluate students' personality understanding in class, but only know to affirm it blindly. In fact, it is because teachers do not have their own personality interpretation as the basis. Therefore, we can only sing praises at a low price and say a few irrelevant words. I can only say. The development, new concept and reform of reading teaching put forward much higher requirements for Chinese teachers than exam-oriented education. If you don't practice your internal skills well, you will expose more and more serious problems.
It is one of the roles and responsibilities of teachers to activate students' thinking and guide them into the state of learning subject. However, although some teachers are eager to mobilize students, they lack effective concrete methods. In class, despite all kinds of encouragement and attention, students are ungrateful, unwilling to take the initiative and unwilling to be the main body. Although there are problems in students' reading habits and study habits, from the perspective of teachers, there is still a lack of effective operation methods. The fundamental reason is that its own technology is not enough.