What should Chinese teachers do in specific Chinese teaching practice?
First, create life situations, reproduce life, and turn abstract into concrete.
Being good at grasping and using the resources in life can express abstract language more vividly. Creating relevant situations in the classroom to reproduce the contents of textbooks and inspire students to ponder, try and discover themselves can effectively shorten the psychological distance between textbooks and students. For example, when teaching the article Gaishi, I learned in advance that children in most cities lack perceptual knowledge about Gaishi because they have never seen Gaishi, let alone been there. So, I hurried in the rain the night before and found more than ten old bricks (when choosing bricks, I made a serious comparison between the old and new bricks according to the detailed description in the textbook: the new bricks are too peaceful to make the "tread" sound described in the article when walking, and only the old bricks can produce this effect). When students learn "what is a building stone", I will let them learn the description in the article and "ride" in person. The students who took it for the first time can only express the general meaning in a row of bricks, but they don't grasp the meaning of "about two feet apart", and the distance is very close. At this point, I will guide students to observe carefully: What is the difference between the "Gaishi" here and the "Gaishi" in the text? The witty students immediately discovered the mystery: they didn't take the cover stone at intervals of about two feet. I said, "Well, since this classmate has already built it, can you build more stones here?" At the same time, students are invited to decorate and try to cross a span and take a walk. The student immediately came to the conclusion "No". In the process of trying, the students realized that the "interval of about two feet" is a reasonable interval based on life experience, which is more scientific-it is convenient for people to step by step without hindering the passage of water, and the capping stone will be stronger. At this point, the students have been familiar with what "Gaishi" is and how to build it.
After the completion of the capping, in order to let the students further understand the meaning of the proverb "Follow the capping and cross the bridge slowly", I arranged several students to walk in groups, and realized that "walking fast is easy to keep balance", "you can't grab the road, you can't stop suddenly, and the people behind you will fall into the water if there is no place to stay", "the movements are coordinated and orderly, and there is a sound of stepping" and so on.
On this basis, I firmly grasp the purpose and significance of "situation creation" to deepen it, so that students can understand that the author's detailed and vivid description of "Gaishi" and his scientific and accurate words are the results of his personal practice, careful observation and serious experience; It is so easy for students to master the text that they are not bored at all but full of fun, which is also the result of hands-on practice, careful observation and experience. The description of the text content comes from real life. Let students experience the reality in the classroom, that is, take life as the situation, return to life, add fun to the classroom with various life materials, and turn dull into vivid. "Situation" strengthens students' feelings, makes them feel "truth" from "proximity" and "pro" from "truth", and constantly resonates in its existence.
Second, rely on nature, integrate nature into the classroom, and turn boredom into pleasure.
"Nature is the foundation of human life and the source of wisdom. The myriad gestures, gorgeous colors and sounds of nature have become textbooks for children's aesthetic education. We should conform to nature and make use of children's experience in learning languages, so that children can return to nature and throw themselves into the vast and rich embrace of the surrounding world. " Indeed, nature is the most abundant and vivid teaching material, and natural lessons can also stimulate students' exploration consciousness. For example, when teaching the article "Parthenocissus Feet", there is a complete Parthenocissus wall on the east side of our school playground. So I asked my children to bring Chinese books and pens and moved the class directly to the playground. In the teaching of this lesson, I focused on the following links: first, let the children observe the stems, leaves and feet of Parthenocissus tricuspidata on the spot, let the students tell each other what they saw, and the students record each other, then go to the text to find the corresponding sentences and compare them with the author. The second is to let the children read the sentences that they can't understand in the article, and then look for the answers in the actual Parthenocissus tricuspidata. Thirdly, some details about Parthenocissus tricuspidata observed in reality but not described in this paper are described or continued at the back of the text. In these three links, students are always full of interest. After the students taught themselves this lesson by relying on the textbook "Nature", I organized everyone to carry out a "You Ask Me Answer", that is, a contest with the textbook as the topic and the observed Parthenocissus as the content. Because of the previous "combination of theory and practice", children are confident and can answer questions with ease. They learned to learn from each other in natural situations, learn from each other's strong points and cooperate with each other. When students are in high spirits and jubilant, it is the time when knowledge is internalized and deepened, which not only closely follows the characteristics of teaching materials, but also breaks through the difficulties of teaching materials.
Taking nature as a teaching material, changing abstraction into concreteness and indirectness into directness, thus making the classroom full of life interest and making the original "boring" contents in the teaching material become concrete, direct and vivid objects for students. Can students not feel happy with such teaching?
Third, life innovation, extending and expanding teaching materials, changing from single to colorful.
The text content in Chinese textbooks is extensive, and its potential beauty of life is even more colorful. Life is the source of all creation, and the exercises selected in Chinese textbooks are highly summaries of life, which really come from life and are higher than life. Students are afraid of taking composition classes and always feel that there is nothing to write in the composition. Therefore, while guiding students to read more books, I pay more attention to guiding students to learn to migrate, that is, to learn to seek innovation in life, to extend and expand teaching materials, and to change from simple to colorful. For example, after reading The Journey to the West's famous sentence "Pig Eight Rings Stealing Ginseng Fruit", I specially bought some ginseng fruits for the students to see, touch and taste (everyone tasted a small piece), and then asked the students to create "Pig Eight Rings Stealing Ginseng Fruit" for the second time; Students don't know how to describe psychological activities in their compositions, so I moved a rare "rooted" plant from home as a prize and designed suspense layer by layer (what gift will it be? Who won the prize this time? Will there be me next time? Why did the teacher give him such a tree? Obviously, the purpose of designing layers of suspense is to effectively pave the way for describing students' psychological activities. In order to make students better add hints in their compositions, I also make full use of the text, and often let students add various hints in the text according to their own life experience and understanding of the text to feel the charm of the language. In practice, it is fully realized that extending from the classroom, the main field of education, and extending and broadening the educational space through diversified educational activities in life are conducive to enriching the "source of education", promoting the comprehensive, coordinated and sustainable development of students' physical and mental quality, and making students' physical and mental health moistened and felt everywhere in school, thus improving the overall efficiency of education.