(1) Clear objectives, and lay a good cultural and spiritual foundation for students.

First of all, we should fully understand the primary function of Chinese subject. Defining the primary function of Chinese subject is to find out what the essence of Chinese subject is. If our understanding of the nature of Chinese subject is vague, it will inevitably lead to ideological confusion.

So what is the essence of Chinese subject? 1980 In August, at the inaugural meeting of the Primary School Chinese Teaching Research Association of China Education Society, Mr. Ye Shengtao, a famous educator, recalled the origin of the subject name "Chinese" in his written speech, and then explained that it was a course of "learning to use language" and once again emphasized "paying equal attention to listening, speaking, reading and writing". Mr Lv Shuxiang also emphasized the importance of Chinese in his written speech, saying that Chinese is "an important tool for learning all sciences and all cultures". It can be said that the fundamental attribute that distinguishes Chinese from other disciplines is its basic instrumentality. Chinese is a tool for communication and thinking.

Secondly, we should give the connotation of "China Double Bases" era. 196 1 year later, in order to correct the ideological influence of "Left", the Chinese class was turned into a political class, which seriously weakened the cultivation of Chinese ability and led to the decline of Chinese teaching quality. The Chinese community clearly proposed to strengthen the "double basics" of Chinese teaching. The so-called "double basics" refers to the basic knowledge and skills of Chinese. Of course, with the development of the times, our understanding of the "double basics" of Chinese subject should also be given new connotations. According to the requirements of 2 1 century for the quality of talents, Chinese subject should lay a good foundation for students from two aspects.

1. Lay a good cultural foundation

(1) Master the basic knowledge of Chinese characters, words, sentences and texts, and have a solid basic knowledge of Chinese;

(2) There is a preliminary accumulation of excellent culture in China and the world;

(3) Master the basic methods of learning Chinese;

(4) Ability to listen, speak, read and write.

2. Lay a good spiritual foundation

(1) is interested in reading, and has good reading habits and taste. The primary school stage is a crucial period to cultivate students' reading interest and reading habits. Cultivating students' interest in reading and developing good reading habits should be the general teaching goal of primary school, and guide students to read more, read well and read well.

(2) Learn to cooperate and get along with others. In the future, there will be competition among people, but cooperation is more needed. In teaching, we should pay attention to cultivating students' thinking and ability to live in harmony with others and communicate normally;

(3) Have a good will and a healthy personality. This is the fundamental factor that affects and determines a person's life.

(2) Correctly handle the relationship between instrumentality and humanity.

How to grasp the basic characteristics of Chinese curriculum-the unity of instrumentality and humanism in curriculum reform has been the focus of attention since the new round of basic education curriculum reform. However, Chinese teaching is often influenced by the overall situation and tends to move from one extreme to the other. In the past, Chinese teaching often paid attention to the mastery of knowledge, ignoring the learning process and methods and the edification of humanistic spirit; In the current Chinese teaching reform, there is also an extreme tendency: not paying enough attention to the mastery of knowledge and skills! Some teachers engage in cooperative learning, use multimedia, let students perform and play games in one class, and the Chinese learning goal is unclear and not implemented. The reason is that they spend their main energy on these forms, but ignore the grasp of Chinese learning objectives.

Mr. Zhang Zhigong, an expert in Chinese education, said that Chinese teaching "can't usurp the host's role and make a scene, but it doesn't do a good job in language training itself." The "master" of Chinese teaching, or in other words, the fundamental task of Chinese teaching is to guide students to learn the language, understand and use the language of the motherland, and improve their listening, speaking, reading and writing abilities. You can't take up class time and do some activities unrelated to Chinese learning.

Speaking of the humanity of Chinese, what is its connotation? In my opinion, the fundamental point that the humanity of Chinese is different from other disciplines is that the humanity of Chinese education comes from Chinese characters. Let students understand the national thoughts and culture contained in Chinese characters and experience the unique feelings and condensed national feelings expressed by the author in Chinese characters; Learn the excellent culture of the Chinese nation; Develop students' personality and cultivate healthy emotions; Initially form a correct world outlook, outlook on life and values.

The humanism of Chinese education can be embodied and implemented in the process of cultivating students' thoughts and feelings of loving the Chinese language and writing, enriching language accumulation, and enabling them to correctly understand and use the Chinese language and writing, which is inseparable from the training of the Chinese language and writing. On the issue of instrumentality and humanism, we can't emphasize one side and exclude the other, and we can't let it become "two skins" of education in China and go their separate ways.

Second, Chinese teaching should promote the change of students' learning style.

The ultimate goal of Chinese teaching, in the words of Mr. Ye Shengtao, is to "learn without waiting for the teacher to speak; Teach yourself the composition without waiting for the teacher to correct it. "To achieve this goal, promoting the change of students' learning style is one of the keys. In this regard, we must grasp and handle the following relations.

(A) correctly grasp the relationship between teaching and learning

According to the teaching theory, in the teaching process, teachers are the dominant and students are the main body. The Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft) also points out: "Chinese teaching should give full play to the initiative and creativity of teachers and students in the teaching process." In other words, teachers should give full play to the role of organizers and guides in teaching and mobilize students' participation, initiative and enthusiasm. It is necessary to prevent teachers from leading students, asking questions while talking, and asking questions to the end. The time-consuming and inefficient teaching situation has become a situation in which teachers let themselves go or teachers are led by students. We should keep teachers' activities to a minimum, but we can't ignore the leading role of teachers in the teaching process. For example, students can't break sentences and can't read fluently, so they need teachers to demonstrate reading; Let students ask questions freely, and teachers should summarize them in time and keep them open and closed; When students encounter difficulties in their studies and can't go on, they need teachers' timely help.

To establish students' dominant position, we must first establish the teaching concept of "students as the main body" in teaching activities. It is necessary to give full play to students' initiative spirit, so that they can truly become the masters of learning and achieve "guiding teaching with learning" in teaching. As some teachers have said, this is easier said than done. Chinese teaching reform should work hard in this direction, and everyone should have this awareness when teaching. As long as we work hard and strengthen our consciousness, students' learning style will change.

(2) Correctly handle the relationship between receptive learning and autonomous, cooperative and inquiry learning.

The proposal of "autonomy, cooperation and inquiry" learning mode in the Chinese curriculum standard is a sublation of the traditional receptive learning mode, which emphasizes acceptance over inquiry and cognition over experience. This concept emphasizes that students are the main body of learning and development, and the main body position of students in curriculum and teaching has been truly confirmed and respected, which has mobilized each student's participation consciousness and learning enthusiasm, promoted the change of students' learning methods to a certain extent, and brought vitality to Chinese classroom. However, when teachers carry out the concept of inquiry learning advocated by curriculum standards, there are also some misunderstandings, which deserve our consideration.

First of all, we should not only attach importance to inquiry learning, but also lay a good foundation for Chinese. Knowledge is the foundation of ability formation. As a mother tongue, Chinese is an important basic subject in school education. Let students master some Chinese knowledge and understand some language phenomena, which will help them better understand the language and reduce or even avoid confusion or even mistakes in oral or written expression. Especially in primary school, students can't write well, read well, have no language accumulation, and can't lay a good foundation of Chinese, which will affect their future study, life and work. In order to guide students to carry out inquiry learning in the teaching process, students must have time to test their new ideas and discuss with each other. But the teaching time of Chinese class is limited. If we emphasize inquiry blindly in teaching, it will inevitably affect students' understanding and application of Chinese, thus affecting the quality of Chinese teaching.

Secondly, both receptive learning and inquiry learning are beneficial learning methods, which should complement each other's advantages and not neglect them. Nowadays, in some places, we often hear such a discussion: "Why do you still attend classes as before?" "This class doesn't reflect the learning style of autonomy, cooperation and inquiry." It seems that inquiry learning is advanced and receptive learning is backward. This is indeed a misunderstanding and needs to be corrected.

Third, inquiry learning should not only pay attention to form, but also pay attention to actual effect. If Chinese teaching excessively pursues the form of inquiry learning and ignores the efficiency of classroom teaching, it will come to a dead end. In classroom teaching, it is the basic principle of classroom teaching to guide students to choose what kind of learning style according to their goals. In the process of learning Chinese, teachers should guide students to use a variety of learning methods according to their learning reality.

(3) Pay attention to the optimization of the teaching process and improve the quality of Chinese teaching.

In recent years, people generally feel that the key to completely change the phenomenon of "less, slow, poor and expensive" in Chinese teaching and improve teaching efficiency lies in optimizing the teaching process and reforming the classroom teaching structure.

Optimizing the process of Chinese teaching should be based on the principles of saving time, high efficiency and reducing burden. Organize students' learning with the best form and the most economical and effective methods and means. Through teachers teaching less and students learning more, we can understand others' words, speak our own words well, read others' articles well and write our own articles well.

To improve the quality of Chinese teaching, we should focus on classroom teaching and be efficient for 40 minutes. The essence of Chinese teaching is to make full use of teaching materials and the language environment created in the classroom, and under the guidance of teachers, realize the exchange of language, thoughts and emotions between teachers and students, between authors and editors, and between teachers and students. This requires teachers to strengthen the understanding, grasping and processing of teaching materials, and improve students' abilities of literacy, writing, reading, practice, oral communication and comprehensive learning with the help of texts; Attention should be paid to guiding students to study the text with great concentration, and preventing collective discussion from replacing individual reading or overstepping the text. At the same time, we should overcome formalism in Chinese teaching reform, which is not worth advocating and will make front-line teachers at a loss. Over the years, the main channel of quality education has gone deep into the classroom.

Thirdly, the combination of learning Chinese and using Chinese can cultivate students' Chinese ability in practice.

"Active participation" is an important feature of world education in 2 1 century. The Chinese curriculum standard clearly stipulates: "Chinese is a practical course, and we should pay attention to cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice." He also stressed: "Students should be exposed to Chinese materials more directly and master the rules of using Chinese in a large number of Chinese exercises. "Therefore, Chinese teaching should pay attention to the creation of Chinese activity environment and guide students to actively participate in and practice.

The main reason for students to engage in Chinese practical activities in class is the teaching materials. Therefore, teachers should make full use of the language materials provided by textbooks to guide students to broaden the field of Chinese learning, so as to obtain the Chinese practical ability needed by modern society. It is necessary to encourage students to read and think carefully, combine the context with real life, and inspire students to appreciate the profound sentences in the text, from which they can get useful enlightenment. While understanding the text, guide them to try to figure out the expression order of the article, experience the expression method and enrich the language accumulation, so as to develop students' thinking and language and improve their Chinese level. Attention should be paid to guiding students to apply their Chinese knowledge to practice, so as to achieve the organic combination of learning Chinese and using Chinese. In Chinese practice, students should realize that learning Chinese requires not only reading more and writing more, but also mastering rules and methods, so as to improve the quality of thinking, cultivate creative potential, effectively promote the construction of knowledge and improve the ability to learn and use Chinese.

At the same time, it is necessary to establish the concept of Chinese education, pay attention to strengthening the close relationship between in-class Chinese learning and extracurricular Chinese learning, and guide students to learn and use Chinese in their lives in combination with their real lives, so as to continuously improve their Chinese ability in practice.

Fourth, inherit the excellent traditional Chinese education experience and develop in the process of inheritance.

The development of modern society objectively requires the modernization of Chinese education, but emphasizing the modernization of Chinese education does not mean splitting the tradition. In the past century, China's Chinese teaching reform has been good at inheriting the essence of traditional Chinese teaching, criticizing the dross in traditional Chinese teaching, absorbing advanced western educational ideas and replacing them with new ideas and methods. For example, the reform of Chinese teaching is breaking through the old idea that teachers have told students to listen for decades and the classroom teaching mode of "full house irrigation" by teachers, and replacing it with the new concept that "students are the main body of the teaching process"; It breaks through the time-consuming and inefficient situation of cross talk and cross-questioning in Chinese teaching, and creates many valuable Chinese teaching experiences or teaching models, such as "situational teaching method" teaching model and "combination of reading and writing" teaching model. Literacy methods are more colorful, which greatly enriches the theory and practice of Chinese teaching in China.

Reform is to abandon all unreasonable things in the past, and it is by no means a complete "self-denial." New and old, tradition and modernity are not diametrically opposed; The old ones are not all backward, and the new ones are not all good. For example, we have improved the position of oral communication in Chinese courses today. The ancients long ago put forward that "there is nothing to say without learning poetry" and listed it as one of the basic functions of Chinese subject; For another example, computers are fast, but some aspects are degraded, such as people's thinking, reading interest, reading habits, and writing quality of Chinese characters.

For the good experience in traditional teaching, we should attach importance to inheritance and transformation. Some should integrate new ideas and methods according to the new situation, constantly enrich and innovate, and promote their own development to meet the needs of the times. For example, a basic experience of traditional Chinese teaching in China is "reading more and writing more". Improving students' reading and writing ability is inseparable from reading and writing exercises. However, with the rapid development of science and technology, how to improve reading and writing training, improve teaching efficiency, use up as little time as possible and achieve as many effects as possible is the goal pursued by Chinese teaching at present. For another example, recitation is the most commonly used and effective way to accumulate language materials, and it is very beneficial to memorize and accumulate a certain number of good articles in primary school, which is also the requirement of Chinese curriculum standards. However, recitation should also be appropriate. We can't go back to the era of private schools, without giving students any guidance, making them shake their heads and recite a lot of things they don't know. This is contrary to today's educational goals.

Chinese teaching in primary schools should be constantly reformed and innovated. Reform needs to be gradual. Don't easily deny some past experiences, but sum up past practices, which are good experiences and which are no longer in line with contemporary requirements. What concepts and methods do not meet the contemporary requirements should be changed, and there should be dialectical views on the handling of some problems. Chinese teaching reform can only develop healthily on the basis of inheriting and carrying forward excellent traditional Chinese experience. A complete and correct understanding of tradition can make us more aware of the starting point and goal of reform, reduce the blindness and duplication of work, and also reduce the difficulties and obstacles encountered in reform.

In addition, learning advanced foreign educational theories and methods should be based on our own nation and China's national conditions, highlight the characteristics of China's education and conform to the laws of China's education. Without nationalization, there will be no concretization and action, let alone internationalization.

Fifth, we should pay attention to the development and utilization of Chinese curriculum resources.

Chinese curriculum standards emphasize that Chinese teachers should creatively understand and use teaching materials, actively develop curriculum resources and flexibly use various teaching strategies to guide students to learn to learn in practice. On the basis of making good use of teaching materials, and with the permission of existing teaching conditions, we should properly guide students to collect relevant materials, read relevant articles, recommend reading after class, increase their understanding of the background and protagonist of the works, expand their learning content and improve their reading ability, which fully embodies the spirit of curriculum standards. At present, in the reform of Chinese teaching, some courses are divorced from the study of texts and become natural courses or social courses; The classroom has become an "information exhibition hall" with complicated contents and dazzling forms, ignoring how to guide students to choose, organize and use the collected materials.

Pay attention to the development and utilization of Chinese curriculum resources, and pay attention to the following three aspects.

First of all, we should fully realize the influence of the development of modern information technology, especially the popularization of computers and the development of networks on Chinese teaching. The traditional teaching system consists of three elements: teachers, students and teaching materials (or teaching content). In the modern teaching environment, we should add an element, that is, modern teaching media. Chinese teachers should make good use of modern teaching media, creatively carry out various Chinese activities, promote the reform of Chinese classroom teaching, and strive to make Chinese teaching lively, vivid and rich.

The second is to strengthen the effectiveness of the use of modern teaching media. When using multimedia courseware in Chinese teaching, we should first know why and what the purpose is, and don't just pay attention to form. The use of teaching methods should also focus on economic cost and efficiency. Traditional low-cost and effective teaching methods such as small blackboard, teaching wall chart and cards are rare in Chinese classes in recent years. Students are guided to read the text through the screen instead of the book. Even if there are exquisite illustrations in the textbook, there should be multimedia. Even in some places, teachers can't win prizes without multimedia. The emergence and spread of this phenomenon deserves our consideration.

Third, we should make full use of existing resources and actively develop potential resources according to the characteristics of the local area and our school. Based on the existing teaching conditions and teaching resources in China, we advocate that everything should proceed from the actual teaching, facilitate teaching, improve teaching efficiency, and give full play to their respective advantages according to the characteristics of various places and the existing conditions for running schools.