First, arrange the content of Chinese comprehensive practice activities reasonably according to the study period and grade.
1, master the arrangement system of comprehensive learning in textbooks.
Throughout the curriculum standard experimental textbooks used by People's Education Publishing House, it is not difficult to find that all textbooks attach great importance to comprehensive learning, but their time, way and content are different in different periods. For example, in the first learning period, "each group has it, but it is not marked, which is not clearly distinguished from Chinese practice activities". The presentation method is suggestions after the text and exchanges in the "exhibition platform" of China Garden. The content includes "combining Chinese learning, observing nature, and expressing your observations orally or graphically;" Enthusiastic participation in campus and community activities. Combine activities and express your thoughts and opinions orally or graphically. "The second period: twice a semester. Arrange to communicate behind the intensive reading text in the "booth" of China Garden. The contents are both within disciplines, such as "reading fairy tales, telling fairy tales, compiling fairy tales and acting fairy tales" and interdisciplinary, such as "traditional culture in life", "protecting green homeland" and "going into nature". The third period: twice a semester, one is "big" and the other is "small", and one group is arranged in a centralized way, with activity suggestions as the main part and reading materials as the supplement. In the third period, in addition to arranging comprehensive study mainly after class, a whole group of concentrated comprehensive study appeared in each album. For example, Roaming in the Kingdom of Chinese Characters in the first volume of the fifth grade, Walking into the Information World in the second volume of the fifth grade, Knocking on the Gate of Poetry in the first volume of the sixth grade and Unforgettable Primary School Life in the second volume of the sixth grade.
2. Arrange different activities for different grades.
Comprehensive practical activities should be arranged according to different grades. In the lower grades, first of all, we should pay attention to improving students' interest in literacy, and guide students to understand the methods of literacy, so as to effectively expand the amount of literacy, change the learning methods of rote learning in the past, and learn to read in games, so that students will feel relaxed and happy and have a deep memory. With the growth of grade and the improvement of students' literacy, the activity mode should be constantly changed, laying a good foundation for the practice of middle and high grades. Secondly, activities such as "draw a picture and say it" and the performance of the textbook drama can serve a variety of purposes to cultivate students' listening, speaking, reading and writing abilities. The goal of middle school should be to cultivate students' observation ability and expression ability. In middle school, primary school students have a certain sense of self. Teachers should consciously cultivate students' sense of ownership, let students learn to choose independently according to their own hobbies, and let them watch whatever they want, say whatever they see and say whatever they hear. Then, "reading, speaking and writing" and "listening, speaking and writing" are very necessary. The center of these activities is the hand, mouth and pen. Being able to speak and write actively is the highest learning level that we hope students can achieve. Senior students should pay attention to the cultivation of students' Chinese practical ability. Let students go out of the classroom and campus and deepen their understanding of society and life through exchanges and visits. Guide students to fully express their views on current hot issues and talk about their own understanding. Let students improve themselves and improve themselves in tit-for-tat thinking confrontation.
Second, the implementation of comprehensive Chinese practice activities
(A) relying on teaching materials, combining rich living resources with teaching materials.
1, fully tap the teaching material resources and solve the problems encountered in the comprehensive study of Chinese.
Chinese curriculum resources include classroom teaching resources and extracurricular learning resources. Students study at school, mainly in the classroom, and teaching materials are one of the important resources of Chinese classroom teaching. Therefore, we should rely on teaching materials, take comprehensive practical activities as the medium, and combine rich Chinese learning resources in life with teaching materials to establish an open Chinese classroom teaching system.
In the teaching process of comprehensive Chinese learning, Chinese teachers should change the "language-only" education mode, fully tap the teaching material resources, strengthen the integration with other disciplines, find the "combination point" of comprehensive Chinese learning, and encourage students to use their knowledge of various disciplines to solve the problems encountered in comprehensive Chinese learning. For example, in the seventh volume of primary school Chinese, a group of texts arranged a special comprehensive learning activity-"cute little animals". Students can conduct a small survey to collect information about animal species, distribution and living habits. Then take this opportunity to carry out a series of comprehensive learning activities about animals, such as animal winter knowledge contest, animal anecdote exchange meeting, fairy tales of people and animals, etc. For these interesting learning activities, the enthusiasm of students will be very high. They seek information by reading extracurricular books, surfing the Internet and investigating, and exchange reports in individual and group ways. In the learning activities, the students told interesting stories with relish, wrote stories from beginning to end, painted rap and danced, and communicated enthusiastically. Students' knowledge of music, fine arts, information technology and other disciplines has been truly integrated in the comprehensive learning activities of Chinese.
Another example is the third volume of Chinese, China Garden I, which is a comprehensive practical activity about autumn. There are also autumn tours, teachers' day gifts, poetry accumulation and so on. It happens that there is also a lesson called beautiful autumn in morality and life, and there is a content called the fun of autumn in comprehensive practical activities. Why not combine them? So, I let the students go out of the campus to feel the thick breath of autumn. Collect all kinds of leaves and seeds, and classify the collected items; In the Chinese class, the students combined their findings with beautiful Chinese and told them to everyone, using beautiful leaf stickers as teachers' day gifts. In art class, students play with autumn, paint their favorite leaves with leaves, flowers and seeds, and decorate the blackboard with autumn objects with their companions ... Such activities improve students' speaking ability, literacy ability, aesthetic ability, painting ability, imagination, creativity and inquiry ability, strengthen the integration of Chinese and art subjects, conform to the concept of new curriculum reform, and cultivate students' cooperation and inquiry ability. In the process of teaching, we should "let go" as much as possible, encourage and guide students to integrate Chinese learning with other disciplines and give full play to their specialties.
2. Expand the content of Chinese comprehensive practical learning through multiple channels.
Now, students have a wide range of channels to obtain information. Through library and network technology, various Chinese resources can be closely combined with existing Chinese textbooks, the content of Chinese learning can be expanded, and the Chinese curriculum can be more diversified and three-dimensional. In teaching, we should focus on Chinese teaching materials, grasp a certain knowledge point, and guide students to carry out expanding practical activities such as consulting texts and searching online. For example, when studying the fifth volume of Chinese text "Our Ethnic Primary School", we organized a comprehensive practice activity of "praising my primary school" by combining moral character with social and art disciplines. Students used brushes and cameras to record every beautiful scene of the school with bright eyes, and also found the glory of one school after another by consulting materials and interviewing teachers. In Chinese class, students combine their own findings with beautiful words to praise their beloved primary school with their classmates in ethnic primary schools and express their love for school life. In the class of Morality and Life, the students made a school history report and were proud of the glorious history of the school. In the art class, the students painted a "beautiful campus" with brushes, and also a "future campus" with their own imagination. With exquisite design instructions, they expressed their deep love for the school in the form of painting. Such activities strengthen the integration of Chinese subject with other subjects, broaden students' horizons and stimulate students' interest.
3. Revise and expand teaching materials to broaden students' horizons of comprehensive practical learning of Chinese.
The texts in the experimental textbooks of curriculum reform are not in the form of traditional "texts", but in the form of groups of texts. A set of texts has a theme. According to this arrangement, the content of Chinese comprehensive activities can be closely focused on the theme of a group of texts, expanding the time and space of comprehensive practical activities.
For example, the fifth group of Chinese Book 6 arranged a group of texts with the theme of "love", and we carried out comprehensive Chinese practice activities of "Mom and Dad, I love you" in the process of learning this group of texts. During the activity, we arranged the following contents: learn from relatives and neighbors how mom and dad love you; Write an article "Mom and Dad's Bill" according to the text; Make a Thanksgiving card for mom and dad; Invite parents who have recently celebrated their birthdays to report the results of comprehensive activities to the school and celebrate their birthdays together. Some of these activities are comprehensive activities originally arranged in the textbook of this unit, and some are extended by combining the textbook. These two aspects are closely related to the teaching materials, which embodies the hierarchy of activities. Students can learn about their parents' love for their children by studying the text, then deeply feel their parents' love through activities such as "learning from relatives and neighbors" and "imitating parents' bills", and finally express their love for their parents through specific practical activities such as "making gratitude cards for their parents" and "celebrating their parents' birthdays". In this way, parents' love for their children and children's love for their parents have been integrated and promoted, students' hearts have been baptized, and the organic combination of teachers' "teaching" and explaining texts and cultivating students' "learning" and understanding texts and improving their abilities has been realized.
(2) Pay attention to life and realize the communication between Chinese and life.
1. Classroom is closely integrated with natural life, providing more opportunities for Chinese practice.
Mr. Tao Lao believes that life is a living textbook, "our education is not limited to the form of schools" and "the whole society is our school and the whole life is our curriculum". Indeed, life is the "source of living water" for China people. Choosing comprehensive practical activities close to students' own life and social life will inevitably stimulate students' initiative to participate in inquiry, help students to establish a learning consciousness of autonomy, cooperation and inquiry, and promote the development of students' practical ability and innovation ability. In teaching, the activities designed by teachers should be closely related to "issues that everyone around us cares about" and "topics of interest in life". For example, in view of the rapid development of Lanzhou, I instructed students to carry out a comprehensive study activity of my home in beautiful Lanzhou, so that students could investigate historical figures, places of interest, tourist scenery and famous products in their hometown, write investigation reports and communicate with the whole class. In communication, they can use painting, making electronic tabloids, being tour guides, being journalists, holding communication meetings and other forms to show their learning achievements. This comprehensive learning activity completely broke the limitations of classroom teaching. The knowledge and ability that students have learned in the classroom are displayed in the "big classroom" of society, which not only cultivates students' ability to collect, screen and sort out materials, but also cultivates students' ability to find, analyze and solve problems, so that comprehensive Chinese literacy takes root in the "small classroom" and bears fruit in the "big classroom".
For example, when I teach "Open the Green Textbook of Nature", I first arrange for students to observe nature and let them take pictures of the scenery they see. At the same time, I also collect pictures depicting the beauty of nature and poems describing nature. In class, students show the pictures they took or collected before class, introduce the beautiful scenery in nature depicted by the pictures, and some even recite children's songs praising nature. These activities make Chinese classroom teaching lively, students' learning mood high, cultivate students' curiosity about things and cultivate their interest in observing nature. Facts have proved that the close combination of Chinese classroom teaching and natural life provides students with more opportunities for Chinese practice, broadens the channels for students to learn Chinese, and is very conducive to cultivating students' Chinese practical ability.
2. Let the comprehensive practical learning activities return to the comprehensive life itself.
Life is a school and society is a classroom. Our school has carried out the comprehensive practice of "Talking about Jincheng and Lanzhou", so that students can deeply understand the changes in their hometown of Lanzhou, so as to know, feel and love their hometown and carry forward the Lanzhou spirit of "rivers and streams, nine twists and turns, innovation and entrepreneurship, harmonious progress". At the same time, we can experience the details of China people in our life, and cultivate keen cognition, unique understanding and rich emotional strength. Ask the students to investigate in groups how people in their hometown try to get rich and collect relevant short stories. At the same time, they also went into the factories and shopping malls around the school to conduct investigations and interviews, and finally compiled them into language and words for communication in the whole class. In these activities, let students boldly go out of the classroom and into the community, so that they can have a deeper understanding of their hometown and realize that I am proud of Lanzhou and should work hard for it! We strive to make students' learning activities return to the real situation, to the comprehensive life itself, to break the barrier between books and life, to enrich spiritual experience, to make Chinese glow with life, and to make Chinese comprehensive practice return to the colorful life world on which human language depends for survival and development.
(three) the implementation of multiple evaluation, experience the joy of success, reflect the incentive.
1, using the standard of "self-reference" to guide students to evaluate themselves.
In view of the hidden factors such as students' emotions, attitudes and interests, we can set up a self-evaluation form for students' comprehensive practical activities, strengthen their perceptual understanding of evaluation, and encourage each student to establish his own comprehensive practical activities file. Teachers or parents can explain what is satisfactory or needs to be improved in students' activities in a language that ordinary people can understand, so that students can deeply understand and affirm their abilities and share their experiences of self-exploration with others.
2. Pay attention to enhancing the diversity and democracy of evaluation.
The new evaluation concept emphasizes the diversity and democracy of evaluation, that is, to realize the diversified evaluation of students' self-evaluation, students' mutual evaluation and parents' mutual evaluation, so that students can experience the happiness of activities in evaluation and improve the effectiveness of comprehensive learning. Evaluation should focus on the process of students' learning and the formation of students' comprehensive quality, not on the results of learning. We should not only pay attention to students' quantitative performance indicators, but also pay attention to the process to see how students' initiative, participation enthusiasm, exploration initiative and scientific methods are in the learning process, so as to comprehensively evaluate students' comprehensive quality from the above aspects.
For example, the evaluation of written materials is combined with students' oral reports, activities and exhibitions; Teachers' evaluation is combined with students' self-evaluation and mutual evaluation; The evaluation of the group is combined with the evaluation of the individuals in the group. There are teachers' evaluations, parents' evaluations and social evaluations. Evaluation programs should also be diversified. For example, when I carried out the Chinese comprehensive learning activity "Walking into Nature", I adopted various evaluation schemes: a. Best Works Evaluation Scheme: Students give their best works to teachers in practical activities classes, and teachers evaluate their attitudes and effects of production or design. If students are not satisfied with their works, they can negotiate with the teacher and not record their grades for the time being. Students can participate in the evaluation again after more preparation. B, speech evaluation scheme: take the form of a speech, let each student talk about the experience of participating in this comprehensive Chinese learning activity class, and make oral statements around "Where have I improved", "Where do I hope to get help from my teacher" and "What do I like to participate in comprehensive Chinese practice activities", so that the teacher can make a reasonable evaluation of the students' oral expression ability and the depth and breadth of participation. C evaluation form: after the activity, the students will be comprehensively evaluated in the form of a table to evaluate their level. Only by adopting multi-channel evaluation can we comprehensively evaluate students and find their advantages to the maximum extent, and then by encouraging and affirming their advantages, students can gain the joy of success and further stimulate their enthusiasm for inquiry, thus forming a virtuous circle.
In the comprehensive practice of Chinese, teachers should constantly expand their thinking space, explore various effective ways and means, make the comprehensive practice truly diversified, let students learn and use Chinese in their lives, fully exercise their Chinese ability, practical ability and cooperation ability, and let the comprehensive quality of Chinese sneak into their hearts like spring breeze.