2. On the development and utilization of teaching resources of Chinese practical courses.
Xinglong Middle School, Anlong County, Guizhou Province
Chinese is a practical course, so we should pay attention to cultivating students' comprehensive practical ability of Chinese, and the main way to cultivate this ability should also be the comprehensive practical course of Chinese. The teaching resources of junior middle school Chinese comprehensive practice course can be developed from the aspects of nature, society and humanities, making full use of the practical activities resources of schools, families and society, cultivating students' awareness of learning and using Chinese in various occasions and improving their Chinese ability.
Keywords: the development and utilization of Chinese comprehensive practice curriculum resources
"Chinese Curriculum Standard" clearly points out: "Chinese is a practical course, and we should pay attention to cultivating students' comprehensive practical ability of Chinese, and the main way to cultivate this ability should also be Chinese practice class. Chinese teaching should not deliberately pursue the systematicness and integrity of Chinese knowledge. Chinese is also a mother tongue education course, and learning resources and practical opportunities are everywhere. Therefore, students should be exposed to Chinese materials more directly and master the rules of using Chinese in a large number of Chinese exercises. "
The traditional educational model often only pays attention to the teaching of texts, but ignores or even ignores the cultivation of students' comprehensive practical ability in Chinese, resulting in poor Chinese accumulation, low comprehensive quality and weak innovation ability. In the current Chinese teaching reform, Chinese comprehensive practical ability has been paid more and more attention, but Chinese comprehensive practical activities are prone to blindness and randomness in teaching because of their flexibility and diversity.
First, the understanding of the teaching resources of Chinese comprehensive practice course.
The teaching resources of the course of Chinese comprehensive practical activities are the source of elements and the implementation conditions of the activities. Among them, the teacher determines the scope of identification, the degree of development and the level of utilization of the resources, which is the most important teaching resources of Chinese comprehensive practical activities.
Due to the different educational conditions, the distribution of curriculum resources of Chinese comprehensive practical activities is extremely unbalanced. The resources in the central and western regions lag behind the economically developed southeast regions, and the rural areas lag behind the cities. The most fundamental reason for backwardness lies in the lack of awareness and ability to identify, develop and utilize the curriculum resources of Chinese comprehensive practical activities, which leads to the idleness and waste of many resources.
Second, the development of teaching resources of Chinese comprehensive practice course in junior middle school.
Judging from the current trend of curriculum reform in China, all resources that are conducive to promoting students' active learning and harmonious development should be developed and utilized. Chinese teachers should broaden the fields of Chinese learning and application, pay attention to interdisciplinary learning and the application of modern scientific and technological means, let students broaden their horizons, improve their learning efficiency, and initially acquire the comprehensive practical ability of Chinese required by modern society.
In the vast world of junior middle school Chinese teaching, there are rich comprehensive practical resources such as nature, society and humanities. Chinese teachers should have a strong sense of resources and strive to develop resources.
(1) Exploitation of natural resources. "Reading thousands of books is better than taking Wan Li Road", and the universe is an inexhaustible source of China's comprehensive practice. Natural resources mainly refer to: (1) natural forms in nature, such as the sun, moon and stars, wind, frost, rain and snow, famous mountains and rivers, etc. (2) Artificial forms, such as irrigation and water conservancy, garden flowers, urban landscape, etc.
The author's hometown, Anlong, Guizhou, has a long history and civilization, beautiful scenery and outstanding people, and is rich in natural resources and historical and cultural resources: the tomb of Mr. 18th in Ming Dynasty, Zhao Di, Wolong Cave, Dushan Cave Group, Xianheping Natural Scenic Area, Xiangche River, Qinglong Mountain, ethnic scenery, etc ... Take students to visit and experience it. In the green hills, blue sky and white clouds, in the 10,000-acre azalea and 1,000-acre tea garden, and in the rhyme of a hundred birds contending, the students carefully observed and tried to feel. They find and appreciate the magic and beauty of nature and want to express it, so they try to speak and write. These innocent and beautiful words are like beautiful texts in textbooks. In their contact with nature, they even have many doubts. Curiosity drives them to consult their teachers, search for information, and understand and know the nature. At this time, junior high school students' favorite fairy tales, myths, folk stories and popular science fiction books have reached a tacit understanding with nature, which is helpful to stimulate students' interest in learning and innovative spirit.
There are all kinds of natural landscapes and natural resources suitable for development in various places, which requires teachers to actively explore and develop natural resources with their own regional characteristics according to local conditions.
(2) Developing social resources. Everyone is inseparable from society. Social resources refer to interpersonal relationships in productive labor and life. If students are just shut up at home, on campus, and don't listen to things outside the window, what "the rise and fall of honor and disgrace, rejuvenating the country through science and technology, and the international situation" have nothing to do with them, then where do their "love and hate" and "honor and disgrace" come from, and where do their democracy, cooperation, competition and so on come from? Chinese subject takes understanding society as the main line and follows the idea of "family (school)-society-motherland-world". Chinese practice class can use this as a resource to let students go to factories, cities, military units, government agencies, enterprises and institutions, scientific research institutes ... in different places, meet different people and experience different lives. Understand society, participate in society, and cultivate your ability to adapt to society.
(3) Developing human resources. The so-called humanism refers to various cultural phenomena in human society. Humanistic resources refer to material culture and spiritual culture in the cultural world. Books, newspapers, movies, television, radio, internet, reports, lectures, debates, seminars, cultural performances, libraries, museums, memorial halls, exhibition halls, bulletin boards, blackboard newspapers, newspaper galleries, various signs and advertisements, etc. , can become a humanistic resource in the comprehensive practice of Chinese.
Third, the use of teaching resources in junior middle school Chinese comprehensive practice classroom.
The practicality of Chinese education is a major breakthrough in traditional Chinese education. Teachers are organizers and guides of Chinese practical activities. We should give full consideration to the characteristics of junior middle school students' active thinking in images, strong desire for expression and strong sense of competition, follow the principles of students' hands-on, independent development, exploration and discovery, exchange and cooperation, and communication in and out of class, make full use of practical activities resources such as schools, society and families, create a Chinese practice environment, carry out various forms of Chinese practice activities purposefully and step by step, and improve students' participation in Chinese practice.
(A) the use of school resources. The resources of Chinese comprehensive practice course in schools include Chinese teachers, class representatives, literary clubs, libraries (books, picture books, audio-visual materials, newspapers and magazines, network resources), campus cultural environment, etc. The use of these resources can take many forms, whether in class or after class, as long as students can really move-move their mouths, do things and use their brains, and develop their listening, speaking, reading and writing abilities in an all-round way in practice. Tell stories, make speeches, dialectic, defend, etc. Can train students to speak vividly, agilely and agilely; Oral composition, story telling, etc. , can train students' organizational and analytical skills; In the writing competition, you can get the secret of writing through writing and comparison, and understand the reasons for writing typos; Look up the dictionary, you can master all kinds of text retrieval methods, understand dictionary examples, and explore some laws of text arrangement; The relay race of words and idioms can train students' association ability; The collection of epigrams, newspaper clippings, excerpts and comments can train students' generalization ability and dialectical thinking ability; Running handwritten newspapers can give full play to students' personal specialties and develop their personalities ... In these activities, teachers guide students to make full use of school resources, and libraries, reading rooms, computer rooms and cyberspace become places for students to study.
Of course, with the emergence of the network, a brand-new and dynamic thing, the boundaries of comprehensive Chinese practice resources inside and outside the school are gradually being broken, and the possibility of mutual transformation between resources inside and outside the school is increasing.
(2) Utilization of natural and social resources. The resources of natural and social Chinese comprehensive practice activities include: Chinese education talent resources, natural scenery, cultural relics, customs, social culture and so on. Among them, social culture can include cultural and artistic venues (such as libraries, museums, memorial halls, exhibition halls) and cultural and artistic facilities (such as bulletin boards, blackboard newspapers, newspaper reading windows, publicity corridors, etc.). ), as well as the cultural and artistic environment (such as architectural sculpture, garden flowers, signboard advertisements, painting and calligraphy corridors, etc.). ).
1, learning Chinese in life. Teachers consciously extend in-class learning to extracurricular learning, make full use of natural and social resources, and increase students' opportunities to learn and use Chinese. For junior high school students, all unknown and unattainable fields are touched by their interests. They are eager for their independence and the life they are looking forward to, and they have infinite reverie about natural science and social life. At this time, students can be encouraged to observe nature and society and form the habit of keeping an observation diary; Guide students to see more, listen more and think more, evaluate people and things in both directions, and learn to write proposals when problems are found; Guide students to conduct investigation and interview, learn to organize investigation reports, conduct investigation reports, answer reporters' questions and hold press conferences. For example, instruct students to investigate the utilization of water resources in this area, find relevant documents in groups, interview relevant people, consult and download relevant information through computers, make comparative analysis, use chemical experiments and analysis to further understand the characteristics and problems of local water sources, invite relevant experts to personally guide, discuss with teachers and students and write investigation reports, carry out publicity exhibitions, report by newsletters, advocate the protection of water resources, and make suggestions to relevant departments. Such activities aroused students' curiosity and stimulated their thirst for knowledge. Interest is the best teacher. Under her leadership, students study independently and explore cooperatively. During the activities, they also learned to unite and cooperate, dare to challenge, learn to use modern scientific and technological means and other subject knowledge to solve problems, and initially acquire the comprehensive practical ability of Chinese required by modern society.
2. Serve the society in Chinese. The purpose of learning is to use, and learning does not mean not learning. Teachers should help students use Chinese to serve the society. For example, the "Investigation on Confusion of Chinese Characters" has changed the monotony and silence of "correcting typos on the blackboard" in the past, and pushed students to the practice of "using Chinese characters in society" to read books, newspapers and magazines and distinguish right from wrong. In this way, students have increased their knowledge and ability in practical activities.
Of course, there are many other forms, such as being a newspaper reader reading newspapers to children and the elderly; When a small reporter reports new people and new things; When collectors collect and introduce the folk customs of their hometown; Be a spokesperson to promote popular science knowledge and so on.
(3) Utilization of family resources. The resources of family language comprehensive practice activities include: parents and relatives, family books and newspapers, audio-visual materials, computer materials, family cultural environment and so on.
Family is the cradle of love, and the use of family resources lies in "caring" first. Family education is family education, that is, the education of being cared for and caring for others. In being cared for, students learn to care for others. With this kind of "emotional exercise", students' ability to appreciate and appreciate works will naturally improve, thus becoming aesthetic people. The students I'm taking now are all from the countryside, and they are all leaving their parents for the first time, so they have many unprecedented experiences. When I was teaching and reading Mr. Zhu Ziqing's Back, I fully tapped their family's resources in this area. Students have endless experiences and a deeper understanding of the article. They recall their parents' care for them and resort to literature, which is sincere and moving; Their efforts to solve problems for their parents are motivated by redoubling their efforts.
Compared with the school environment, the family environment is more relaxed. Junior high school students like to play games and imitate, while they like outdoor life and gregarious. On holidays, I go to work and travel with my family. Or visit relatives and friends, they watch, learn and imitate. Living language always exists in cognition and communication: learn to listen and listen to the speech center of others; Learn to speak and be clear about what you want to express. In their communication, they learned about customs and people's feelings, equality and mutual assistance between people, and had experiences that they didn't usually have at school. Unconsciously, they learned and used Chinese.
Different families, different students' experiences and different family resources. One of my students (also my relative), her name is Li. When she was young, her father died and her mother remarried. Three brothers and sisters follow their elderly grandparents, and their lives are extremely difficult. They can learn with the support of society and good people. But it is because of her efforts and my encouragement in teaching that her composition is more practical and special than other students.
Different families have different resources, and they are constantly accumulating, excavating and utilizing such family resources.
The curriculum of Chinese comprehensive practical activities in junior middle schools has its source of life, which is vivid, dynamic and diverse. We teachers should teach them how to fish and how to teach them the law in teaching practice, so that the development and utilization of teaching resources of comprehensive Chinese practice course in junior middle school will be vast.
Note: This paper won the third prize of the annual meeting paper of the Middle School Chinese Teaching Research Association in Southwest Guizhou Province, June 2004 +065438+ 10.