Children's Literature Teaching in Chinese Course of Children's Literature Papers
Primary school is the most important stage of children's development, and Chinese teaching plays an important role in cultivating primary school students' Chinese literacy, improving their cognitive level and cultivating their sentiments. Children's literature, as a literary work specially studied for children, is a literary work with children as the main body, which conforms to children's physical and mental development and has important value for children's growth. However, in the process of Chinese teaching, most teachers regard children's literature as a medium for students to understand new words, but do not interpret them correctly. This not only does not meet the requirements of the new curriculum standards for Chinese teaching, but also is not conducive to the all-round development of students. In view of this phenomenon, this paper analyzes the problems existing in the teaching of children's literature, and puts forward corresponding solutions to these problems.
First, the problems existing in children's literature teaching from the perspective of Chinese curriculum in primary schools
(A) teachers' children's literature literacy needs to be further improved.
At present, the reasons why teachers' children's literature literacy needs to be further improved are mainly manifested in the following two aspects: on the one hand, because normal students do not offer children's literature courses at school, they know less about children's literature when they go to work, which leads to poor teachers' children's literature literacy. On the other hand, teachers seldom have time to study or read children's literature because of their heavy workload, which leads to teachers reading less children's literature, and they don't know how to teach children's literature in class.
(B) rigid teaching methods
In the process of teaching, teachers do not regard students as the main body of learning, and often teach according to students' own cognitive level. In the process of teaching, we don't start from the perspective of primary school Chinese curriculum, nor do we teach according to the characteristics of students' physical and mental development. Instead, use the old teaching method to teach students? Cramming at the last minute? Teaching, this teaching method has certain obstacles to improve students' Chinese literacy and autonomous learning ability. Say this again? Cramming at the last minute? The new teaching mode pays attention to students' memory of knowledge points, but ignores students' perception and understanding of knowledge points, which is not conducive to the improvement of teaching quality.
(C) do not pay attention to children's extracurricular reading
The amount of reading students usually have a great role in promoting the study of children's literature. However, in the face of a wide variety of reading materials in the market, teachers did not make a detailed investigation, but blindly asked students to read more works after class. There was no uniform standard for students to choose books, which caused the imbalance of reading level among students and was not conducive to the smooth progress of teaching activities. In addition, many parents now pay too much attention to students' academic performance and give their free time to various tutoring institutions. The students have no extra reading exercises after class. This method does not really pay attention to children's own development.
Second, the primary school Chinese curriculum perspective to optimize the teaching of children's literature measures
(A) improve primary school teachers' literacy in children's literature and change teaching methods.
In order to make children's literature teaching smoothly and effectively in Chinese teaching, the first thing to do is to improve teachers' children's literature literacy. In this regard, we can encourage normal colleges to offer courses in children's literature teaching, so that normal graduates can bring real children's literature to the classroom while taking up their jobs. In addition, teachers should read a lot of children's literature to improve children's literary literacy. In the process of reading, they should not only study children's literature, but also think about their own problems in the teaching process and correct them. Secondly, teachers should combine the characteristics of students' physical and mental development, link children's literature with the daily life of primary school students, and make changes? Full house irrigation? Teaching methods, let children judge for themselves. For example, in the class of "crow drinking water", the teacher throws a question in the process of introducing the new lesson and asks the students? Now there is a thirsty crow. He saw a bottle on the ground, but there was too little water in it. Little crow's mouth can't get in. Can children help the crow drink water? After hearing this question, students began to think and answer, thus guiding students to learn new lessons. Thirdly, for students in the lower grades of primary school, in the process of describing an article, it is difficult to understand literary works because of their poor language expression ability, which is not conducive to the development of children's creative thinking and the cultivation of text interpretation ability. Faced with this situation, teachers should study and develop teaching materials and adjust teaching links. For example, in the lesson "Little Tadpole Looking for Mother", because there are many roles in the article, students are easily confused when studying. Teachers can let students learn by role-playing in class, which can not only clarify the relationship between different roles in the article, but also exercise the language expression ability of primary school students.
(2) Expand children's extracurricular reading.
For children's literature teaching, the most important thing is to expand students' reading. In order to expand students' reading ability, students should not simply pick up a book and start reading, but should encourage them to read books that are helpful to them. For example, before taking the lesson of "Flower Clock", teachers should first clearly realize that the lesson of "Flower Clock" is difficult for third-grade students to understand, so teachers can arrange students to preview tasks, so that students can read some books introducing flowers and plants when they get home, and take some notes when reading. In this way, students have accumulated a lot of knowledge while helping to understand the text. In addition, for parents, it is necessary to return their time to their children as much as possible, so that children can use their spare time to study, and parents can also accompany their children to study, thus helping students develop good reading habits.
On Children's Literature Thesis II Children's Literature Teaching Thesis
First, constantly improve the status of children's literature in primary school teaching
(A) to enhance the children's literature literacy of Chinese teachers
1. Teachers need to constantly update their concepts of children's literature.
Teachers need to fully grasp brand-new literary ideas and combine them with current children's education and children's thoughts. Teachers need to master children's spiritual needs and practical needs of children's aesthetics that match children's education and children's concepts, and on this basis, fully analyze children's inner world under different physiological and psychological age conditions. For example, a series of activities can be held to record the specific performance of students in detail. Teachers can design a variety of artistic activities, so that children can feel, express and master beauty in practical activities. For example, organize class students to carry out art activities? Facebook has changed? Teachers should be prepared before activities. First of all, they should prepare the corresponding Peking Opera facial makeup pictures. Secondly, teachers need to master and collect Beijing opera legends, human stories, music, historical inheritance and genre changes through various channels, and enrich their cultural knowledge through the accumulation and mutual supplement of various experiences. Children are young, have limited contact range and are not fully prepared for basic knowledge. At this time, teachers need to make full use of parents' resources and invite parents and children to participate in the collection of pictures, stories and music, so that children can have a preliminary accumulation of knowledge about Peking Opera masks and let children feel, express and master beauty in practical activities.
2. Teachers need to constantly increase the reading of children's literature.
Teachers need to constantly increase the reading of children's literature works, improve their children's literature literacy and further improve the teaching level of children's literature. In order to effectively improve the Chinese teaching level of children's literature, we need to insist on reading excellent children's literature works at home and abroad, broaden our knowledge and reading horizons, and enhance our perception and aesthetic power. For example, Zheng's The King of Fairy Tales and Pipiru, which was all the rage in 1980s and 1990s, were selected. Or choose the famous contemporary writer and Peking University professor Cao Wenxuan's "Goats Don't Eat Paradise Grass", "Straw House" and "Goodbye, My Star".
(B) teachers need targeted language teaching activities, teachers need to fully analyze.
Children's actual situation, fully understand children's interests. Mastering children's interest direction can effectively stimulate students' enthusiasm for learning. In the actual teaching process, teachers need to constantly explore interesting points in children's literature works based on children's thinking angle. Based on this point of interest, the corresponding teaching plan is formulated pertinently to stimulate students' interest in learning. For example, in the classroom teaching of Fishing for the Moon, Little Monkey Going Down the Mountain and Little Fox Selling Air, teachers need to grasp the interesting points of teaching and stimulate students' interest in learning. At the same time, teachers can let primary school students feel the fun of reading texts in a happy learning atmosphere through game teaching method.
Second, summary
In a word, children's literature works are very suitable Chinese teaching materials and play an indispensable role in Chinese teaching. Teachers need to attach importance to the value of children's literature. Under this premise, they should find the correct methods and formulate scientific and effective measures to continuously improve the teaching effect of Chinese in primary schools and at the same time continuously improve students' literary literacy.
Children's Literature Resources in Trilingual Teaching of Children's Literature Papers
First, children's literature reading teaching strategies and activity design
Around? Reading and appreciation? In view of this teaching focus, teachers can adopt the following teaching strategies.
( 1)? Knowing people and discussing the world? So-called? Knowing people and discussing the world? Is to let students pay attention to the author and writing background of the work. Understanding the author's personality, experience, creative motivation and creative style will help students feel and understand the works better. This is a common reading strategy, which takes up a short time in the whole classroom teaching. How to use the limited time to narrow the distance between writers and students? In this regard, teachers should be fully prepared before class. Homework? Look at the background information of the writer, dig deep into the essence, and tell it well in the introduction? Write a story? Instead of showing it in a safe way? Writer's resume? . Last year's Tree, the first volume of the fourth grade of People's Education Edition, is a fairy tale by Japanese writer Mei Xin Nanji. This paper shows the bird's persistence and persistence in its commitment in a quiet way, adding a deep warmth of love to this sad story. Many of Xinmeihe's works are characterized by faint narration, sad tone and beauty and love as the core, which is related to his personality and life experience. Before class, the author read "Moonlight in my hometown, Who is playing the flute" by LULU, a children's literature writer. Articles ". In the form of storytelling, this paper tells the life of Messin Nanji and expresses the original intention and pursuit of Messin Nanji's creation. However, due to the limited class time, I can't read it all to the students. Writers' chat room? In the form of, extract the essence of the article and rewrite it as a dialogue between LULU and Messina muntjac, taking Messina muntjac as an example. The pursuer of beauty, the discoverer of love and the glorifier? In image and works? Send light, friendliness, joy and confidence to the world? Our efforts are presented to students in an approachable way. After class, I also printed this article by LULU and shared it with my classmates. These practices provide students with the key to enter the new beautiful and creative world.
(2) Mobilizing Reading Expectations The reading process of children's literature works is full of various conjectures, presuppositions and uncertainties. It is of great significance to make use of reading expectation to make students experience a reading process full of creative energy, desire and happiness, and to cultivate a reading subject with creative personality? . Teachers can introduce games into the design of works, arouse students' existing experience, effectively design suspense, guide students to ask questions and questions about works, and trigger the collision, conflict and integration of students' reading expectations and the text world. Classroom Record 1: The photo story book "Arrow has a crayon" is a special performance of Clough? The Arrow written by Johnson is called? The most imaginative child in the world? . Arroyo crayons are full of the game spirit of childhood. Arrow took a walk in the moonlight, drew a path with purple crayons and started an adventure. All the dangers in the story are drawn with arrows, and all the solutions are also drawn with arrows. This story shows the power of imagination. In order to make students better understand the highlights of the work, the teacher designed it from the beginning? Imagine the game? Introduction: First, present some creative design pictures of lines and shapes to open students' creative ideas; Then present a set of patterns composed of lines and shapes (such as the picture on the left) and encourage students to fully imagine them. ? This is the bottom of a car, and the four semicircles are wheels. ? This is a panda with bamboo in its arms, with bamboo in the middle and four claws exposed. ? This is a road with hills on both sides. The students' answers are varied, and some of them are quite creative. At this time, the teacher said:? The imagination of the students is really not simple. There is a little boy named Arrow, who is said to be? Imagination is the first in the world? He created his imaginary kingdom with purple crayons. Let's have a look! ? This lead-in design follows closely the theme of the picture story book. By participating? Imagine the game? Students really feel the charm of simple lines and shapes under the processing of imagination, and with the expectation of imaginative creation, they quickly integrate into the fantasy world of their works. ? Do you also have your dreams where Aro left a blank? This is a sentence on the back cover of a Luo Youzhi colored pen. There are many gaps and turning points in the story, which activate students' reading expectations again and again and bring students a novel, interesting and challenging reading experience.
(3) Pay attention to students' experience and comprehension. Literary reading pays special attention to experience and comprehension. The author's ingenuity and the highlight of his work can't rely solely on the teacher? Analysis? Students must get information in the process of reading. For example, Italian children's literature writer Rodali has created many children's poems full of childlike interest and beautiful artistic conception, which are often read by people. Unexpected? Reading experience. Teachers can introduce links in class? Author introduction? Point out this creative feature. So, how about it? Unexpected? Is it interesting and beautiful to impress students by zooming in? Classroom Record 2: Luo Dali's children's poem "What Do You Need" needs wood to make a table; Where does the wood come from? Need a big tree; Where does this big tree come from? Need seeds; Where do the seeds come from? Need fruit; Where does the fruit come from? Need flowers; It takes a flower to make a table. At first glance, this poem is simple, but after careful analysis, it is quite childlike. The final conclusion is also close to children's imagination and full of aesthetic tension. If the whole poem is presented at the beginning and students are asked to recite it word by word according to the general teaching ideas, then the question and answer and the unexpected conclusion at the end of the poem will hardly impress students. So when giving a demonstration in class, the teacher can give a demonstration first? You need wood to make a table; Where does the wood come from? Need a big tree? These words, then, right? You (student) ask me (teacher) to answer? The form of this poem gradually? Creation? Done. Wait? Where does the fruit come from? Need flowers? After the completion, the students will naturally continue to ask questions, and the teacher will stop in time to show the last sentence in a playful tone. Is this the conclusion? Unexpected? Students can catch interest at once. Later, the teacher inspired the students to imagine according to this conclusion:? A table is a flower, and the contrast between big and small is full of tension, which makes people unforgettable. There are so many desks in our classroom, doesn't it mean that we are among the flowers? Is this the way to involve students in creation? The scene? Fill in the creation? Blank? Teaching design based on. That's it, Luo Dali's children's poems? Do not play cards according to common sense? Great influence and? Simple but not simple? This aesthetic tension left a deep impression on students.
(4) Pay attention to the correlation and comparison of multiple works. In class, one work can be deeply and meticulously analyzed vertically, and multiple works can also be linked to open students' reading horizons. For example, show other works by the same author to help students deepen their understanding of the author's writing style and language characteristics; Show other works with similar themes, so that students can understand that the same theme can have different perspectives and narrative methods. Did the author learn from it? Theme teaching? Theoretical thinking, design a lecture? Companionship: between parents and children? Theme works reading class. ? Companionship? It is an important keyword in the course of life. The author connects different genres of children's literature works that reflect this theme, such as children's poem Firefly, picture story book That dark blue bird is my father, and long fairy tale Fire Shoes and Wind Shoes. Fireflies play an important role. This poem shows the happiness and warmth of being in nature, discovering together and playing together between parents and children in a very delicate way, creating a pleasant atmosphere. That dark blue bird is my father tells the story that my father tries to help the child solve a simple math problem again and again? Transformation? The story of an adult bird; Excerpts from Fireshoes and Wind Shoes tell the story of parents listening to their children's voices and solving psychological problems with them. These three works are progressive, showing? Companionship? Different levels, let students right? Companionship? Form a three-dimensional feeling and understanding, and arouse students' deep feelings.
(5) Deepening the reading of works of different roles through other artistic means, adapting the works into a textbook-style drama, encouraging students to pick up painting strokes to draw the imaginary world in the works, choosing appropriate music to convey the emotions in the works, and allowing students to watch movie clips adapted from the works can deepen their understanding of the works. For example, for story works with obvious plot conflicts and distinctive characters, we can adopt the teaching method of reading aloud and performing mini-textbook dramas in different roles. In the process of reading or performing different roles, students need to ponder and understand the characters' personalities, emotions and thoughts word by word, which will help them feel the artistic charm of the works.
Second, the use of children's literature resources? Reading? Writing? Oral communication? Organic integration
Should teachers attach importance to children's literature? Reading? Writing? Oral communication? The function and value of these three aspects can realize the integration of the three in the classroom. In the practice of writing education, teachers usually encounter three problems: students are unwilling to write, don't know what to write, and don't know how to write. In this regard, Qian Liqun pointed out that let students? Willing to write? Is there anything to write about? , is the premise and foundation of writing a good article. Children's literature is interesting, imaginative and unexpected? Students can participate in the prediction, modification and re-creation of stories involuntarily. Teachers should make full use of children's literature resources to stimulate students' imagination, expression and creativity. For example, the picture book "The Painted Pen of Arrow Friends" is very suitable for the first phase of primary school Chinese? Write a message? And then what? Oral communication? On the whole, the unpredictable scene changes in this story keep students in a state of surprise, expectation and pleasure, and students spontaneously express themselves? If I were Arrow, I would. The teacher encouraged everyone to brainstorm, so there was a brand-new version of Arrow. ? Three principles should be paid attention to in writing education in primary schools: first, oral writing precedes written writing, and children's oral writing should be preserved as much as possible? Children's language? ; Second, it is group, so that writing education can be carried out among students and in collective activities; The third is to combine writing education with art education, and guide students to sing, draw, jump, speak and write while learning to write in the game. ? The aforementioned children's poetry appreciation class has also produced gratifying results in this kind of game-style collective creation, and students' improvisational parody and solitaire's works are endless. For example, to make a steamed stuffed bun, where does the flour come from? Need wheat/where does wheat come from? Need wheat fields/Where do wheat fields come from? Need land/where does the land come from? Need the earth/where does the earth come from? Making steamed buns requires BIGBANG and an exploding universe. Perhaps this poem lacks aesthetic feeling, but the tension of the conclusion is quite eye-catching. It can be said that excellent children's literature works have stimulated students' collective creative enthusiasm, and the spark of creativity has ignited the whole classroom. How can such a writing class make students unwilling to express themselves?
Third, the conclusion
As early as the Republic of China, Mr. Ye Shengtao clearly pointed out? The universal standard of Chinese textbooks should be what children have touched, and the expression can arouse children's feelings? Literary interest is children's favorite, and teachers should of course teach them textbooks with literary interest. ? Teachers should pay attention to the improvement of their own children's literature literacy, form a correct concept of children's literature teaching, design flexible children's literature teaching activities, and let children's literature works full of childlike innocence and kindness effectively light up the Chinese classroom.
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