Xu Juan
Chinese is a basic tool discipline. Because language is a tool for communication, expressing thoughts and feelings, exchanging thoughts and feelings and transmitting culture. Learning Chinese is to let students master language tools firmly. The primary task of Chinese teaching is to teach students to use language.
Chinese is not only instrumental, but also humanistic. The unity of instrumentality and humanism embodies the essence of language. Language and thinking, language and thinking are unified. Specific to Chinese teaching, we should unify Chinese teaching with the cultivation of humanistic spirit. As a carrier, language contains cultural and scientific knowledge and has certain ideological, emotional connotation and aesthetic significance. Language is a tool for communicating thoughts and feelings, and it is also a tool for thinking. People master languages in order to exchange ideas and feelings with each other. Especially literary works, are more expressive. Wang Guowei, the authority of "realm theory", believes that the medium for literary works to reach a high realm is language, and the languages of literary works mainly include "scenery language" and "emotional language", among which "emotional language" is the main one. Although not all primary school Chinese textbooks are literary works, most of them are literary works or have literary factors. The selection of Chinese textbooks in primary schools contains certain thoughts and feelings. Therefore, primary school Chinese has the function of exchanging thoughts and feelings. Chinese not only plays its language function. In addition to transferring knowledge, we can also express our thoughts and feelings by describing typical events in detail or in general, vividly describing the scenery, accurately shaping the characters and clearly explaining the truth through colorful model essays. Chinese teaching in primary schools can not only improve students' ability to understand and express the language, but also develop their thinking ability, improve their ideological and moral character, cultivate their sentiment and make their children smarter as they learn. In this sense, the instrumentality of Chinese is not only manifested in re-understanding, but also in clearly expressing ideas, developing students' feelings and cultivating students' personality. Therefore, Chinese should be called expressive subject; Become a discipline that carries out humanistic education, ideological education and emotional education for students; Chinese is a discipline with strong humanity, emotion and ideology. To understand the humanity of Chinese teaching, we should emphasize the humanity and culture of Chinese teaching.
How to embody the unity of instrumentality and humanism in reading teaching? I think that reading teaching should pay attention to let students master the knowledge of Chinese tools and learn to use them in active activities, pay attention to cultivating the ability of feeling, understanding, appreciation, evaluation and application, and develop students' emotion, will, character and good personality quality. Therefore, I think the current Chinese reading teaching in primary schools should pay attention to the following points:
First, change the way of Chinese teaching
Traditional Chinese teaching is a passive, simple and receptive learning process for students, and it is a teaching process in which teachers instill and fill students. Students are regarded as bottles that can hold a lot of knowledge and master skills through repeated practice, while students' subjective initiative as the main body of learning is completely ignored and obliterated. Students cannot form a healthy personality, let alone all kinds of abilities necessary for the future society. The curriculum concept clearly put forward in the Chinese Curriculum Standard enables them to have the abilities of literacy, writing, reading, writing and oral communication to meet the actual needs. Therefore, we should pay attention to the edifying function of Chinese, the value orientation of teaching content and the unique experience of students in the learning process.
Second, the organic embodiment of learning method in Chinese teaching
Autonomous learning
"Autonomous learning" is relative to "passive learning". In the past classroom teaching, teachers were in a central position and students were in a passive state. Chinese curriculum standards clearly put forward that "students are the main body of learning and development" and "students are the masters of Chinese learning". Modern education and teaching theory emphasizes people-oriented and children's development as the center, and promotes children's independent learning and development.
1. Create an equal, democratic and harmonious classroom teaching atmosphere. First of all, equality between teachers and students is the premise. Only when the relationship between teachers and students is equal can students have "self" and opportunities for learning and research. Second, democracy is a catalyst. In a democratic discussion atmosphere, students will not have psychological burden, so they can speak freely and express their findings and opinions freely. Finally, we should create a harmonious classroom teaching atmosphere. In philosophy, "harmony" refers to the relationship between a system and the external objective world, as well as the relationship between various elements within the system, which is in a state of coordination and balance. Good interpersonal relationship between teachers and students should be established in classroom teaching to promote students' autonomous learning.
2. Guide students to learn independently. For example, when teaching Rain Shelter in the Mountains, I designed the following guidelines: (1) Read the new words in the text and understand new ideas; (2) Read the full text and know the meaning of each paragraph; (3) Read the three questions of "Thinking and Practice" after class and answer them according to your own understanding; (4) Write down what you don't understand in self-study. (This will enable students to learn by themselves in advance, which is conducive to cultivating students' autonomous learning ability. )
cooperative learning
Group cooperative learning has become an important teaching organization form in middle school teaching, which is the need of the development of the times and the current curriculum reform. The so-called cooperative learning is a teaching activity that students in a class are grouped into heterogeneous groups according to the differences in grade, interest, ability, gender and personality, and the interaction and cooperation in the teaching process are systematically used to promote learning, and the development of the groups is evaluated to jointly achieve the teaching objectives. According to the theory of constructivism, learning is a process of building one's own knowledge through interpersonal cooperation with the help of others in a certain environment. Cooperative learning is a kind of teaching resource, which makes the differences between individuals occur, so as to achieve the purpose of brainstorming, learning from each other's strengths, making common progress and coordinated development. Especially in today's society, due to the limitation of personal ability, a lot of work needs teamwork to be completed. Therefore, cooperative learning is particularly important for cultivating students' cooperative ability and enhancing their team spirit. Therefore, in Chinese teaching, I seriously carry out cooperative learning. For example, when teaching Ximen Bao, when reading the text, the teacher grasped the cleverness of the after-class exercise "Ximen Bao punishes evil and promotes good in a clever way", and asked the students to discuss where the cleverness of communicating with Ximen Bao is, where the cleverness is, and how to write it on the basis of independent reading.
(C) Inquiry learning
Constructivism learning theory is an important theoretical pillar of this curriculum reform. Constructivism theory holds that "every learner should not wait for the transmission of knowledge, but should construct his own knowledge based on his unique experience of interacting with the world and give experience and meaning." Constructivism theory advocates that students experience the process of knowledge generation and development through independent activities and feelings, so as to construct their own reasonable cognitive structure. Inquiry learning, corresponding to receptive learning, refers to a learning activity in which students actively discover and solve problems, acquire knowledge and form abilities through their own attempts, experiences and practices under the guidance of teachers. Therefore, in Chinese teaching, it is necessary to stimulate students' interest in inquiry learning, enhance students' self-confidence in inquiry, let students get the joy of experiencing success, teach students the methods of inquiry, and let students do inquiry learning freely.
For example, the last lesson I taught students to learn Fanka was this: the students disputed whether Fanka's grandfather could receive the letter. Many students think that Fanka's grandfather didn't receive the letter because Fanka didn't write his name and address on the envelope. But some students think they can receive this letter. The former opinion is "conclusion", and the latter opinion is obviously more valuable than the former one. The teacher led the team for the first time and asked, "What do you think is the basis for Grandpa Fanka to receive the letter?" Some students think that the postman often goes to the countryside and knows "grandpa" (the book does not point out that the postman doesn't know "grandpa", which is reasonable speculation). Some students think that the postman knows what happened to Fanka, sympathizes with him very much, and helps him (this is not impossible, it is a dispute of kindness). The teacher instructed the study for the second time and asked, "If Fanka's grandfather receives the letter, can he take Fanka back to his hometown?" After reading it, the students thought that "Grandpa" sent Fanka to the city as an apprentice because of poverty and poverty. If he takes it back to his hometown, they will have no livelihood. Finally, the teacher led the students to sum up: the two opinions that all roads lead to the same goal further illustrate the tragic fate of Fanka. This kind of inquiry, in which a hundred schools of thought contend, not only respects students' unique experience in the process of reading, but also encourages students to study creatively, break the fixed framework of thinking, re-examine and observe things from a new angle, think about what others have not thought of, think about what others have not thought of, and ask questions that others have not mentioned, thus cultivating students' exploration spirit and innovation ability.
Third, create an open and dynamic reading teaching.
Classroom teaching is the main channel of Chinese teaching, but we should also make full use of extracurricular learning resources, timely and appropriately guide students out of the classroom, out of school, into society, close to nature, so that they can learn Chinese in a vast world, increase their talents and learn to be human. For example, when I was teaching The Mystery of Cosmic Life, I made full use of the school's multimedia equipment in combination with the teaching content and requirements, and organized students to access relevant astronomical knowledge online, so that students could know what they were interested in and solve the doubts in the text. Then ask the students to report what they have learned after surfing the internet in class, and each group will discuss with each other. Students not only mastered the content of the text, but also greatly stimulated their strong interest in astronomical knowledge. After class, I also asked students to organize an astronomy interest group. After class, I observed celestial bodies by surfing the Internet again or borrowing extracurricular books from the library, so as to further let students know and explore the mysteries of the universe. For example, in oral communication teaching, part of the content is to be a small reporter. I will let the students take turns to practice being small reporters in the group and interview other students. On the basis of group simulation, the whole class exchanged and summarized: how to interview successfully and what to pay attention to when being a reporter. And guide students to apply what they have learned to social practice, let students be small reporters to interview the main farmers in the village, and let them know about the breeding process of fry, the hard work of workers and the influence of water pollution on aquatic organisms. Students are in full contact with society and nature in the process of being small reporters. In this interview with the reporter, middle school students have learned knowledge that can't be learned in textbooks at all, and received a profound education. At the same time, it broadens our horizons and broadens the content of Chinese learning.
Fourthly, pay attention to the infiltration of humanistic connotation in reading teaching.
Chinese is a humanities subject, and the value of humanities lies in cultivating students' correct ideals and beliefs and improving their spiritual realm, cultural taste and aesthetic taste. Therefore, we should pay attention to the infiltration of humanities in teaching. For example, after teaching the lesson "Ode to a Wanderer" written by Meng Jiao, let the students understand the meaning of the poem, and let me ask the students to talk about their feelings after learning this poem? Tell me about your mother. How do you want to repay your mother's kindness in the future The students spoke freely about their mother's love for them and how to repay their maternal love in the future. After listening to this, I feel very happy, affirm and praise in time, and put forward expectations for students, hoping that students can really know how to honor their parents when they grow up. In teaching, let students understand the hardships of parents raising us and that filial piety is the traditional virtue of the Chinese nation. Another example is Peanut, which is a text with rich humanistic connotation. Let students discuss and humanize in teaching. In my study, I learned not to be a decent person who is not good to others, but to be a useful person like peanuts and a useful and contributing person to society. Infiltrate humanistic connotation in teaching and cultivate students' correct life value orientation.
I think that Chinese reading teaching should not only help students acquire knowledge, but also pay attention to cultivating students' Chinese practical ability, students' good personality and sound personality, students' lofty ideals and ideological and moral cultivation, which truly embodies the unity of instrumentality and humanity of Chinese curriculum. The above is the author's superficial re-understanding of "the unity of humanity and instrumentality in Chinese reading teaching" in teaching practice. Generally speaking, I have made some achievements in this teaching practice.
Correctly understand the connotation of instrumentality and humanism.
Chinese Curriculum Standard emphasizes that "Chinese curriculum should be devoted to the formation and development of students' Chinese literacy". Chinese literacy includes: the accumulation of words, language sense, thinking quality, Chinese learning methods and habits, literacy, writing, reading, writing and oral communication, cultural taste, aesthetic taste, knowledge vision, emotional attitude, ideas and so on. The basic feature of Chinese course is the unity of instrumentality and humanism.
1, what is "instrumental music"?
The instrumentality of Chinese means that Chinese is a basic tool discipline, because language is a tool for communication, for expressing thoughts and feelings, and for spreading culture. Learning Chinese means letting students master language tools firmly. The primary task of Chinese teaching is to teach students to use language, including letting them learn to understand and express themselves, communicate with each other and accumulate language.
Chinese is the only special subject with language form as its teaching content. Without the instrumentality of Chinese, how can human nature be embodied? The instrumentality and humanity of Chinese are indispensable. Therefore, double-base teaching can't be lost. Without the basic knowledge and skills of Chinese, Chinese literacy is passive water and castles in the air. At present, many Chinese teachers are afraid to talk about basic knowledge in Chinese class and summarize the center and fragments in reading teaching. In fact, reading teaching is only based on this. Therefore, we can't lose the noumenon of language in Chinese class. We can't ignore the understanding of written language. Of course, we should not only give students wisdom in the process of tasting written language, but also nourish students with humanistic spirit and promote the formation and development of Chinese literacy.
Chinese education in China is mother tongue education, and its instrumentality has special connotation. First of all, it should embody humanistic spirit in the process of mastering instrumentality, that is, it should be influenced by national culture and national spirit. Second, it is special in the environment of mother tongue education, and mother tongue learning can be carried out anytime and anywhere. Third, it is special in teaching methods, focusing on Chinese practice rather than learning Chinese knowledge, and attaching importance to cultivating students' sense of language and overall grasp ability.
2. What is "humanity"?
In order to understand the connotation of "humanity" more deeply, we must first understand the meaning of "humanity". Modern Chinese Dictionary defines "humanity" as "referring to various cultural phenomena in human society". It can be seen that "humanity" refers to human culture in general. Since it is human culture, it must contain a lot of concrete, vivid, subjective and perceptual contents, which will inevitably lead to the same category. When discussing the concept of "correctly grasping the characteristics of Chinese education", Chinese Curriculum Standard also points out: "The rich humanistic connotation of Chinese curriculum has a profound influence on students' spiritual field, and students' reactions to Chinese materials are often diverse." This poem illustrates the dialectical relationship between "people" and "literature": First, "literature" acts on "people", that is, human culture affects people. Second, "people" act on "literature", that is, students' acceptance of human culture is a state of multiple reactions, and each student has his own vision. The so-called horizon refers to an aesthetic horizon formed by subjective and objective factors such as personality, preferences, knowledge and experience. Different horizons have created different people's unique experiences in cultural acceptance. Even the same person, at different ages, the experience of cultural acceptance changes with the change of vision. In the unique cultural acceptance experience, human culture has been inherited and developed intentionally or unintentionally. In addition, "humanity" also refers to an attitude and a spirit in human culture. A humanistic attitude that pays attention to human destiny, "respect people, respect the life value of specific people, respect the culture and diversity of specific people"; A spirit of freedom, self-consciousness and transcendence that points to "ultimate concern" is also a spirit of continuous exploration, high spirits, positive enterprising and self-improvement that "people are human". These are all humanistic spirits.
Based on the above point of view, the humanity of Chinese education is mainly reflected in respecting the healthy development of personality, cultivating emotional and inner experience, and attaching importance to imagination, intuition and creativity. The connotation of "humanism" in Chinese curriculum should include three meanings: the first is the spirit of pursuing freedom, that is, emphasizing individual freedom and dignity, fully respecting students' freedom and autonomy in teaching, and cultivating students' spirit of independent thinking, reflection and doubt and criticism. The second is.
According to the new curriculum standards, the humanity of Chinese education is mainly people-oriented and cultural. People-oriented Chinese curriculum requires giving full play to the enthusiasm of teachers and students. In teaching activities, teachers and students are both subjects and objects. But for a long time, students are often placed in a subordinate position and in a passive state. Therefore, in Chinese teaching, it is especially necessary to call on students' subjective spirit, publicize students' personality characteristics and stimulate students' vitality. Give full play to students' creative ability and truly realize that students are the masters of Chinese learning. At the same time, Chinese is a culture that is inseparable from people's life, soul and life.
How to deal with the relationship between instrumentality and humanism in Chinese teaching "Chinese Curriculum Standards" puts forward: "Chinese is the most important communication tool and an important part of human culture." One "communication", one "humanity" and two "importance" show the trend of curriculum nature-Chinese curriculum is instrumental and humanistic. Here, "tool" is a figurative statement. It has the meaning of "practicality" and "intermediary". The basic connotation of "instrumentality" is similar to the scientism trend of thought that rose at the end of 19 century and the beginning of 20 century, and it is based on the pursuit of practical utilitarian scientific view. Regarding the nature of Chinese curriculum, it was undoubtedly positive to put forward "instrumentality" at that time, and it still has its practical significance today.
How to embody the instrumentality and humanity in minority language teaching: Wu Shaoliang, Chinese Department of Houan Town Central School; 1. Understand the instrumentality and humanity of Chinese; In life, you should think twice before you act. Thinking is the principle of doing things, and doing things is the result of thinking. Without these principles, wouldn't people be confused? Chinese teaching is just like people doing things. As a Chinese teacher, if you don't know the subject you are teaching, or you don't know it well, you will lose your way in teaching. What's the difference between this and people who don't follow the principles being confused? Therefore, as a Chinese teacher, it is necessary to know the subjects he teaches. So, what is Chinese? What should Chinese be taught? This series of questions will flash in people's minds. The so-called language, I think, includes English and Chinese. Language is language, and language is just a communication tool for people to express their feelings in social life. The forms of this communication tool are spoken and written. The choice of language expression is determined by the actual situation considered by both parties: the text has both the connotation of language and the extension of people's moral sentiments, and the expression of the text is an incisive summary of this concept extension. Based on the above superficial understanding, the author tries his best to create opportunities and time for students to express their language in all aspects of minority language teaching, create a good classroom atmosphere of people-oriented interaction between teachers and students, let them speak freely, further understand the humanistic thoughts of the text from communication, and then gradually upgrade from perceptual to rational higher-level understanding. In this way, don't the characteristics of Chinese subjects come out? Second, be good at creating problem situations and highlighting their instrumentality and humanity. Some colleagues often complain like this. Children nowadays are so difficult to teach! The atmosphere of classroom teaching is so dull and boring! There seems to be a feeling of accusing students in private. I think this is a self-defense of the instructors. The difficulty in teaching students is related to the instructor's ignorance of students' personality and improper teaching methods, while the boring classroom atmosphere cannot reflect the interaction between teachers and students in the classroom. I think this is caused by the tutor's poor oral expression and improper grasp of the depth of the problem, which I understand very well. For example, when I was teaching Ba Jin's article "Bird's Paradise", I once asked the students such a question: From the expression of the text, what is worth learning? How are the students doing on this issue? Some looked at each other, showing a state of being at a loss, and some were afraid that the teacher would call him (her) up to answer, simply avoiding the teacher's sight and showing nothing. This kind of question with literary appreciation ability completely violates the law that children understand things from shallow to deep. It is common sense that children in rural areas are timid, knowledgeable, poor at talking and unable to answer. As a result, we have to end up asking ourselves and answering ourselves, which neither embodies the instrumental characteristics of Chinese subject, nor violates the educational concept of taking students as the main body and teachers as the leading factor. From this case, we have to think deeply. As a Chinese teacher, in the problem design of Chinese teaching in primary schools, we should guide and guide skillfully on the basis of grasping the key points and difficulties of teaching materials and understanding the humanistic ideas of teaching materials. First, if there are children in the question design, it will help students understand the information transmitted by the teacher, induce students' desire to express, and let the instrumental and humanistic overlap appear in the classroom. For example, I read the text for the first time in the teaching of "Arrow of Borrowing Grass Boat". Why? When the problem comes out, everyone wants to give themselves a chance to show off. Some people say that I like Zhuge Liang's cleverness, while others say that I like his generosity. Others say they like Lu Su's honesty and trustworthiness. I praised these students from the aspects of expressing results, thinking and understanding, and then asked them to express their true feelings in many ways on the word like. I like charming spring scenery, I like painting, and I like eating pears, which not only allows students to express time and space and humanistic thoughts orally in classroom teaching, but also makes people happy. Secondly, empathy is also a way to induce students to express oral language and then understand humanistic thoughts. For example, in the teaching of "My Comrade Qiu", I designed such a lead: Students, have you ever experienced cooking and cooking in your life, accidentally catching fire when making a fire, or splashing cooking oil in an iron pot on the panel? How do you feel? What will happen? And what did Qiu soldier do in the text when he was on fire? This kind of introduction, which is designed with things within the reach of middle school students, can really be described as a stone stirring up thousands of waves and receiving good classroom teaching results. Third, read good words and sentences and experience human nature from the accumulation of language. In life, people's daily language communication can often reflect a person's inner world. Therefore, in the teaching of minority languages, I pay great attention to analyzing the words and phrases described by the characters in the text, knowing their meanings and understanding their feelings. For example, when teaching the article "Plum Blossom Soul", I wrote that when my mother and daughter were leaving my grandfather and going back to their hometown, my grandfather gave my grandparents a picture of Mei Mei, which was regarded as a treasure. The words were easy to understand, and my grandfather's patriotism was also vivid and sincere.
How to combine the instrumentality and humanity of Chinese; Instrumentality and humanity. The basic characteristics of Chinese curriculum: the unity of instrumentality and humanism.
Since the "curriculum reform", some people have improperly "splashed children with bath water" when emphasizing human nature. Zi is a Chinese font. Doing so has fallen into one-sidedness, which will inevitably lead to the double loss of instrumentality and humanity.
Instrumentality is the fundamental attribute of Chinese curriculum, the reason for the establishment of Chinese discipline, and the uniqueness that distinguishes it from other disciplines. As Mr. Ye Shengtao said, students need to be able to read and write, so they set up a Chinese class to experience it. Language training (including spoken and written language, "English" refers to spoken language and "text" refers to written language) is a special task of Chinese Department.
Humanism is an important attribute of Chinese curriculum. The course content and rich humanistic connotation in the course resources determine the nature of this course. Humanism can be understood as the fusion of human nature and culture, including all aspects of spiritual life such as culture, morality and emotion. Language is the most important cultural carrier and an important part of human culture. "A nation always cherishes all traces of spiritual life in its language." (ushinski) Therefore, Chinese, as a course of learning its mother tongue, is bound to be humanistic.
Instrumentality and humanism are the relations between exterior and interior, skin and hair, blood and meat. Instrumentality is "external" and humanity is "internal". Instrumentality is the carrier and humanity is the soul. Instrumentality is like "skin" and humanity is like "hair". "If the skin doesn't exist, how can the hair be attached?" Instrumentality is like "meat", humanity is like "blood", and blood and meat are vivid life. Instrumentality and humanism are innate and complement each other. Without tools, there is no need to offer Chinese classes, and there is no way to talk about human nature; Without humanity, there are only isolated words, words, sentences and articles in Chinese class. Without boring and mechanical language training, Chinese class will lose its vitality, emotion and charm. The correct way is to absorb humanistic connotation and cultivate humanistic spirit in the process of guiding students to correctly understand and use the Chinese language of the motherland, and in the process of cultivating language sense, developing thinking, accumulating language and culture.
Chinese teachers are duty-bound. We should be alert to the complexity of the content, the renovation of the form, the usurpation of the role of the host and the dilution of the ontology. In the long process of reform, we have already paid an expensive "tuition fee", so we should prevent swaying from side to side, avoid big twists and turns, plant our own fields and water our own gardens.
I am an elite teacher in Shanghai, and I hope I can help you.
How to realize the instrumental and humanistic teaching goal of Chinese class in senior high school is the soul of teaching activities, and the teaching goal has the function of guiding, regulating, encouraging and evaluating the teaching process. Effective teaching depends to a great extent on teachers' understanding and grasp of teaching objectives. Teachers can better understand and grasp the teaching objectives and focus on the teaching objectives in classroom teaching, which can minimize randomness, blindness and fuzziness and improve the pertinence, pertinence and effectiveness of teaching.
How to infiltrate the concept of Chinese into Chinese classroom teaching? The concept of education was first put forward by the great educator Mr. Ye Shengtao. The Chinese quality education advocated today is actually the big Chinese education. This kind of big language requires teachers to combine classroom teaching content with students' life and combine Chinese teaching with education. ...
How to infiltrate humanistic education into Chinese teaching in primary schools and how to better combine humanism with instrumentality? Tell some stories to educate people.
How to infiltrate personality education into Chinese classroom teaching in senior high school? The eternal theme of education is to constantly improve personality, which is not only the ideal and pursuit of education, but also the ultimate goal of human social development. Teachers should be good at excavating the essence of Chinese textbooks and nourish students' hearts with rich Chinese resources and outstanding literary figures. So as to achieve the purpose of cultivating students' healthy psychology and shaping a sound personality. As a Chinese teacher in senior high school, we should combine the humanistic, ideological and artistic features of literary works, tap the wisdom and human light hidden in literary works to the maximum extent, and provide a broader space for students' personality development.