Someone asked a famous sculptor, "How did you carve a stone into a portrait?" The sculptor replied, "Remove the part of the stone that is not a portrait." I often think that Chinese teaching should also "simplify the Sanqiu tree by deleting the complexity", and try to delete or simplify the content unrelated to "Chinese" to make the classroom full of strong Chinese flavor.

What are the tastes of China people? The so-called "Chinese flavor" refers to the distinctive characteristics of Chinese subject in Chinese classroom teaching. Specifically, in an emotional teaching environment, teachers guide students to actively adopt the taste and imitation of typical "language works", internalize the speech and spiritual gains in various "language practices" and externalize them into various "language works", thus gradually forming the necessary language skills for students at that time.

In the long-term practice and research of Chinese teaching, I think the most fundamental point of "Chinese flavor" is to grasp the basic attributes of Chinese. Elymus once said, "What is language? What is usually spoken is called spoken language, and what is written on paper is called written language. Combining spoken and written language is called language. " The "language" mentioned by Ye Lao refers to both spoken and written language. The word "Chinese" covers people's listening, speaking, reading and writing behaviors and the results of "language use". Then, according to the latest language research theory, the behaviors and results of listening, speaking, reading and writing should belong to the behaviors and products of using language.

So, I want to:

First, "language form" is the focus of Chinese teaching. In our daily life, the focus of reading an article is often to get the content reflected by this article, which is "getting carried away". However, in Chinese teaching, our purpose is not only to pay attention to the text load and the content conveyed, but also to how the content is expressed. Teachers' superb teaching art is not only reflected in guiding students to acquire and accumulate a sense of language through reading, but also in guiding students to taste the language and think about why such thoughts and feelings should be expressed in such language, rather than in such language, so as to understand the laws of using language. For example, studying Zhu Ziqing's prose "Spring" is not to remember the knowledge of "the beauty of spring breeze", "the beauty of spring scenery" and "the beauty of spring rain", but to learn how Mr. Zhu Ziqing describes spring scenery through keywords, how to express his feelings in appropriate language, and how to organize the structure of the article. This is the focus of our research. Other courses (except foreign languages) are implicit in language learning. For example, mathematics takes mathematical principles, that is, mathematical formula theorems, as the teaching content, while history takes the historical development of China and the world as the teaching content ... They take their own language content with different connotations as the teaching ontology, but language form is the main aspect of Chinese teaching. For example, the teaching of Hua Ling, the first volume of the third grade, can be defined as paying attention to the diversity of language expression, the teaching of bees can be defined as paying attention to the accuracy of language expression, and the teaching of playing tricks can be defined as paying attention to the organization of language expression. Only in this way can students' language development be promoted more effectively.

Second, "language ability"-"language" and "spirit" are isomorphic and symbiotic "is the purpose of Chinese teaching. The "isomorphic symbiosis" here can be thought of as the students' verbal expression ability and spiritual world going hand in hand to a wonderful realm. That is to say, we should not only enrich and optimize students' language system, so that they can have language ability suitable for their age, but also improve and enrich students' spiritual realm and make them more and more interesting. But the latter is by no means free, but must be integrated into the former.

Indeed, Chinese teaching has the characteristics of multiple goals: knowledge goal, ability goal, moral goal, emotional goal, aesthetic goal and so on. If we grasp the fundamental goal of "learning a language", we can achieve harmony and unity in the process of Chinese teaching. This is because: 1. Mother tongue is the carrier of national culture and national spirit. The process of students learning their mother tongue is not only the process of mastering their own language, but also the process of being baptized and edified by national culture and national spirit. As Humboldt, a German philosopher and linguist, said, "The language of a nation is the spirit of a nation, and the spirit of a nation is the language of a nation. The degree of unity between them is beyond any imagination. " The fundamental task of Chinese curriculum is to learn a language, which contains the rich connotation of Chinese curriculum. Secondly, in Chinese class, the language students face is not an abstract symbol without any meaning, but a "language product" bearing rich humanistic information-a model essay with both literary and aesthetic feeling. When students read these model essays in Chinese class, learn, ponder, taste and absorb their language, they are naturally positively influenced and edified by the rich humanistic information and humanistic spirit contained in these languages.

Second, the "Chinese flavor" textbook construction-publishing books

Great changes have taken place in the teaching environment today. With the support of modern information technology such as Internet, the vast knowledge world provides abundant resources for teachers and students' teaching activities. Our understanding of "teaching materials" is no longer limited to a single teaching material, but should be regarded as all available materials and means in teachers' teaching behavior, including social life in which teachers and students participate, various audio-visual electronic teaching materials and even the Internet. The textbook concept of "Out of a Book" in Beijing Primary School leads all Chinese teachers to broaden their horizons. The camera not only makes good use of the main textbook-the Chinese textbook published by People's Education Society, but also integrates other versions of the content, and uses the resources of the school cradle bookstore to guide students to learn Chinese and help them improve their Chinese literacy. In order to make my teaching full of China flavor, I have been constantly exploring the strategies of textbook construction and use, and strive to form my own characteristics.

(A) Teaching materials construction

1, standard textbook-learning textbook language. The standard textbook refers to the content in the textbook of People's Education Society, and appropriately supplements the text content of Beijing version, Jiangsu version and Chinese version. In teaching, teachers guide students to emphasize reading, accumulation and application, and guide students to gradually acquire Chinese learning methods, so as to achieve the basic teaching objectives in a certain teaching stage. This kind of teaching material can be regarded as the "dinner" for students' growth.

2. Consolidate textbooks-learn the "essence language". Solid teaching materials refer to reading materials of classical culture and contemporary excellent essays and poems arranged in volumes according to students' age and cognitive characteristics. The purpose of teaching is to nourish language and culture and accept the influence of ancient and modern classic culture. Teaching requirements are either reciting or reading aloud. Reading time is morning reading time, and I study with students. This kind of teaching material can be regarded as a "tonic" for "strengthening the body".

3. Expand teaching materials-learn "partner language". Textbooks refer to children's publications, network information, audio-visual materials, books, newspapers and so on. American classic texts selected by students themselves or recommended to students by teachers through class blogs every week.

The purpose of learning is to expand students' mental space, increase language accumulation and enhance their language application ability in reading. This kind of teaching materials can be regarded as a "snack" to supplement the demand.

(B) the use of teaching materials strategy

1, the content of the textbook is mainly reorganization.

The idea of reorganization is as follows: First, reorganize with "writers". Is to combine the works of the same writer to teach. For example, when teaching Ba Jin's Sunrise on the Sea, we should combine this article with the self-compiled reading of Ba Jin's Stars and other articles in the extended reading "Close to Mother Tongue" for students to learn, so as to realize the charm of Ba Jin's style. For example, studying the works of ancient poets Li Bai and Du Fu, as well as modern writers Bing Xin and Lao She can also expand the reading of other works, so that we can have a more comprehensive understanding of the works and writing characteristics of these poets and writers.

Second, reorganize with "theme". That is, articles with the same theme, such as "cherish time", "friendship", "gratitude" and "great rivers and mountains of the motherland", are combined together. For example, when teaching the article "Special Gift" in Unit 3 of Book 9, combined with the characteristics of modern students, I have little or even turned a blind eye to my parents' affection after I have enriched my material life, so I recommend students to read articles such as My Mother by Xiao Yunru, The Back of Zhu Ziqing and Feng Zikai's Mother. Through the study of different articles on the same topic, we can broaden our horizons, realize the different characteristics of the same topic articles in conception and expression, and improve our ability to express our thoughts in language.

Third, reorganize with "genre". That is to say, to combine articles of the same genre, such as writing people, keeping notes and things, for teaching. For example, when I was teaching Unit 1 of Book 9, the existing texts in the main textbook were Guilin Landscape and Huoshaoyun. I also introduce five articles about scenery in other versions of the text "Wonders of Jingbo Lake" and students' extended reading material "New Language Reader" into the teaching unit to guide students to accumulate language in extensive reading and acquire methods of language use.

2. On the teaching level, it shows the integration of class types.

When using textbooks, I organically combine reading, writing, oral communication and comprehensive learning. For example, when teaching a set of teaching materials, it is arranged as follows: first, in the reading guidance class, students are guided to learn Song Wu Da Hu, so that they can feel some basic methods of reading famous books. Second, in the extended reading class, read the article about Lu Chang in the reading materials, and read what kind of character and lovely jy Song Jiang is in Close to Mother Tongue. Thirdly, in oral communication class, students express their reading experience and talk about their reading feelings around "the water margin people I know". For another example, Book 10 contains several fairy tales, science fiction and fables, with novel and imaginative selections. Teach this unit, first lead the students to learn several texts in the textbook, then give play to the radiation function of the textbook and carry out the "story search" activity, so that the students can collect myths, fables, fairy tales and science fiction works in groups. Then, hold a story meeting and let the students tell the stories they have collected. Then a story writing competition was held. Finally, a class meeting on the theme of "Dream Show" was held. The students adapted the stories they read or wrote into sketches and directed and performed them themselves. In this way, the teaching of reading is extended to the fields of comprehensive study, oral communication and exercises, which further embodies the integrated function of using textbooks.

Third, the classroom creation of "Chinese flavor"-full of vitality

I created a classroom with strong China flavor. She abandons gorgeous impetuousness and unnecessary noise and excitement, and the hearts of some children are deeply infected by the charm of language. Some are the life music played by children's emotional strings. In the classroom, the formation of students' language ability and rich spiritual realm are harmonious and isomorphic; In class, students sincerely love the splendid language and culture of the motherland; In the classroom, students' Chinese literacy with Chinese ability as the core is constantly improving.

1, product language charm

Chinese class is to let learners feel the charm of language and words, learn the clever combination of language and words to express their thoughts: or "put on words to enter the artistic conception" to understand what kind of language forms carry what kind of thoughts; Or "writing with emotion", it is obvious that high-level thoughts are expressed through high-level language forms. In my classroom teaching, there is often a link to taste the language. For example, there is a passage in The Charm of Language:

"Whether it's a well-dressed gentleman or lady or a beautifully dressed boy or girl, they all take out a copper coin and give it to the old man. Even the ragged clerk has pulled out a copper coin and handed it to the old man. "

In teaching, I first guide students to read repeatedly and taste their feelings in reading, then let students circle several related words in the book, such as "No matter", "Du", "Lian" and "Ye", and then train students to express their language in a general way:

() Passerby, () gave the money to the old man.

Students fill in "everything" or "all ... all". Then I changed the topic: "since the content can be expressed in one sentence, the author uses so many words to express it." Which expression do you prefer? " The students realized that the expression in the book was better. From "Tao" and "touch", I feel that different characters have different actions, which shows different psychology of characters: a well-dressed person "Tao" shows that he is rich and his actions are simple; A man in rags is "moved", which means that he may be poor and hesitant, but he is moved by the words "Spring is coming". Teachers can improve their understanding by instructing students: "A' Tao' and a' touch' vividly depict the psychology of characters. When we read this passage, we can imagine the appearance, movements and even touches the heart of the characters, and the author's language itself is full of charm. "

Another example is a section of the Great Wall:

Standing on the Great Wall, stepping on the square bricks at your feet and holding the stones on the wall, you will naturally think of the working people who built the Great Wall in ancient times. Look at these countless stones, each weighing two or three thousand kilograms. At that time, there were no trains, cars and cranes. With countless shoulders and countless hands, they were carried up this steep mountain step by step.

The teaching process is like this-

Teacher: If you change this "single look" to "look first", please add the above content, think for yourself first, and then discuss and communicate with your peers.

Show:

Look at the countless stones, each weighing two or three thousand kilograms. At that time, there were no trains, cars and cranes, and they were carried up this steep mountain step by step by countless shoulders and hands.

So, look at this,

.

(The teacher makes a tour, prompting him to read carefully and look for the language from the book. )

Health: Look at the width of the road. Five or six horses can run side by side. At that time, there was absolutely no such wide road!

Health: Look at the stone strips bonded by glutinous rice and lime. The city wall is impenetrable on three sides. How could there be such a good technology at that time?

Health: Look at Fangcheng platform every 300 meters, which is the fortress of the garrison. When fighting, the city and Taiwan can echo each other. Who had such a leading design skill at that time? I'm so touched!

Health: Look at the Great Wall, which is as long as Vandolly. Why did so many people build it at that time?

Teacher: The students' words are full of wisdom. But why doesn't the author write as much as we do, just using a "single look"?

(Deep in thought)

Health: Just looking at the countless stones has made us admire, not to mention the others, which makes everyone admire.

Health: A "single look" can give us endless imagination. The Great Wall is simply a great miracle.

Health: There is no need to give other examples. Just looking at a stone can make people feel that the Great Wall is a great miracle.

Last class, the teacher guided students to explore the combination of language image, language connotation and language emotion, so as to combine accumulation and application organically and induce students to release the wisdom of writing. Then seize the opportunity and change the title: "Why doesn't the author write like us" to guide students to feel the exquisiteness of words from the perspective of refining words, and to feel that the author uses this "single look" to stimulate readers' imagination to express their admiration for this great miracle of the Great Wall.

2. Take the main line of application

At the beginning of The Analects of Confucius, "Confucius said: Learn from time to time" sincerely admits that "learning" needs continuous "learning", and learning is a continuous and lasting process of imitation, training and practice. In Yan Jiaxun, "Learning to be excellent is to be an official" sincerely tells us that learning to be excellent is to be an official, which requires long-term practice. Only by accumulating skills in practice can we gradually learn to actively migrate and reach a new realm. In the long-term practice, predecessors have gradually understood a truth: only in the process of "perception, comprehension, accumulation and application" can we master skills and practice them well.

In Chinese teaching, I often create various ways and situations of language use, so that the accumulated words and sentences can glow with new vitality in the new context. If every text has new words, I will change the assignment of copying new words several times into the form of "combining new words to make sentences" for students to practice; Another example is the new language form in the text, which allows students to imitate and improve their language expression ability. For example, a fragment in poplar teaching:

Through learning, students have understood that Populus euphratica is closely related to a certain character and personality, and then I asked students to connect things with people's personality characteristics in a selective way.

Show:

You are so arrogant that even a piece of Ye Er can't accompany you. eraser

Your modesty has won you all the stars. umbrella

Too many ups and downs, you silently bow your head to bear. Chinese plum

Sacrifice yourself bit by bit and correct others' mistakes again and again. crescent

Then ask the students to choose one of the following things or say a sentence with the help of another thing.

Shell box candle chalk morning glory bridge

Paving stone weeping willow grass bamboo plum blossom

For example, students have learned many ancient poems and sentences, and I also let them try to use them in new contexts. For example: Grandpa's 70th birthday, and friends and relatives came to congratulate him. Everyone wished Grandpa "happiness as the East China Sea and longevity as the South Mountain", but Grandpa sighed: "to see the sun, for all his glory was buried in the coming night." I quickly stopped grandpa's words: "Frost leaves are red in February flowers. Grandpa, your bones are stronger than those of young people. " Grandpa smiled and touched my head: "Only you can play garrulous!" " "

This way of actively using ancient poems on the basis of memory, understanding and appreciation has greatly stimulated students' interest in reading ancient poems and raised their language expression ability to a higher level.

3. Promote emotional resonance

What touches people's hearts is nothing more than emotion. What touches students in class is emotion, what infects students is emotion, and what shocks students is emotion A classroom with Chinese flavor is a classroom full of emotions. As Chinese teachers, we need to accurately grasp the language in the text, build a bridge between the emotion of the textbook and the emotion of the students, and let the students be infected, edified and inspired by the stirring emotion. Make them have epiphany and imagination in high emotions, so as to achieve the best teaching effect.

For example, when the teaching of Race against Time is over, that's how I taught it.

Teacher: After reading this article, you will feel something when you see Lin Qingxuan's achievements in the race against time. what do you think? (of students)

Health 1: the consequences of not cherishing time are unimaginable; Cherish the fruits of time and be happy.

Teacher: (referring to students) You speak very well. What is your ideal?

Health: (Answer) My ideal is to be a scientist.

Teacher: OK, please sign your name at the end of this sentence.

Health: the consequences of not cherishing time are unimaginable; Cherish the fruits of time and be happy-Yi Jie, a future scientist.

Teacher: This sentence can be said to be a famous saying of Yi Jie! Generations at all times and in all countries, from poor rural villagers to all-powerful heroes, from sentimental literati to profound and wise philosophers, are lamenting how life is short and time flies, leaving a deep mark on the world.

Show the courseware and read it aloud:

It is difficult for young people to learn and grow old, and an inch of time is not light.

-Song Neo-Confucianism Zhu

Don't be idle, it's white and sad.

-Yue Fei, a national hero in the Song Dynasty.

Time is the most precious and valuable thing. Never put off till tomorrow what you have to do today.

The famous musician Beethoven

Make good use of your spare time, and you can dig out an endless stream of lucky springs!

-Ji Chunya, a future Chinese teaching expert.

Teacher: Children, you should also have beautiful ideals. What are they? What do you think of future scientists, magicians, performing artists and writers? Please get a pen and express your feelings, and make up your own famous sayings in the future.

Student: (I'm interested, I'll write for about two minutes)

Health 1: Time is a train that never looks back. If you leave, you never want to catch it again.

-future writer Liu Fang

Health: Time is like a surging river, only flowing eastward, not westward. I must seize every minute around me.

-future writer Cai

Health: Don't feel sorry for the past, and don't look forward to the future blindly. Grasping the present time is real.

-future famous actor Jiang

Health: The sun is setting, so it's meaningless to think about anything. You should work when the sun rises.

—— Selected three hairs in the future

……

I think a classroom with China flavor should be full of romantic feelings. Language learning needs emotional nourishment and emotional impact. With rich emotions, there may be wonderful words; With rich words, we can better express rich emotions. It should be our Chinese teachers' constant pursuit to make words resonate with emotions and enrich them hand in hand.

4. Cultural accumulation

In my Chinese class, there are many comprehensive practical activities with rich cultural contents, such as "interesting couplets", "Wandering in the paradise of ancient poetry", "Walking into idiom stories", "Numbers in Chinese", "Getting close to China" and "Poetics in Names" ... Even in daily text teaching, I try to make them overflow. For example, when I was teaching Sima Qian to read Historical Records with indignation, I expanded his book Bao Ren An. For example, when I was teaching Arrow of Borrowing Grass Boat, the students didn't understand why Zhuge Liang didn't doubt that Lu Su would leak, so I showed supplementary materials-

Zhuge Liang said, "Amethyst, don't tell Gong Jin, he will definitely hurt me. How to make 100 thousand arrows in three days? Amethyst must save me! " Zhuge Liang said, "Wang Zi is willing to lend me 20 ships, each with 30 sergeants. All the boats are covered with green cloth, and there are more than 1000 sokcho boats on both sides. I'm useless for being smart. On the third day, there were 100 thousand arrows. I just can't teach Gong Jin to know; If he knows, my plan will fail. " Sue agreed and understood what it meant.

The students knew that Lu Su had no idea what Zhuge Liang wanted to do, and there was no way to tell Zhou Yu. Anyway, it is also a good thing to guarantee 100 thousand arrows in three days, so we can unite against Cao. Don't say, don't say! Lu Su is a very honest man. Zhuge Liang begged him to save himself, so he relented and refused to say anything. In this way, I not only solved the problem, but also read the original text and was influenced by classical culture.

I often think that it is much more interesting and valuable for teachers to add some cultural contents to the class than for students to learn only one text. For example, in the teaching of Autumn Night, if we only read and recite this poem for the purpose of making students resonate with the author Lu You's feelings, it may be just the teacher's wishful thinking. If teachers have read many patriotic poems written by Lu You, such as Guan Shanyue written by Lu You at the age of 52, Angry Book written by Lu You at the age of 6 1, The Storm of November 4th written by Lu You at the age of 67 and Xiuzi written by Lu You at the age of 86, students will not read Lu You coldly as bystanders, but will spend their whole lives trying to restore the Central Plains.

Fourth, the pursuit of literacy "Chinese flavor"-the taste of books.

Whether the Chinese class has a strong Chinese flavor depends on the teacher. Only when teachers have a strong sense of Chinese, rich cultural accumulation and high oral and written language skills can teaching be full of brilliance and students have a strong interest in Chinese learning. Therefore, Chinese teachers especially need to have the mentality of "don't envy the golden house, clear yourself in front of the window under the lamp": read more books and make "poetry and books clear themselves"; Practice writing more, so that you can "write at will".

Friends often ask how to learn to be "comfortable" in classroom teaching. Here's what I did:

(1) rational reading. Mainly the interpretation of a single text. Interpret the author, the connotation of the text, and the characteristics of condemnation, sentence making and typesetting of the text; Sort out and list the contents that best meet the teaching requirements, implement the teaching objectives and learn Chinese skills. (2) Classroom reading. That is, starting from the full text or a certain point, we should look for similar, comparative, relative and opposing contents in other works and combine them, so as to spread out one knowledge plate after another and open up the infinite boundary of teaching materials. (3) Expand reading. Poetry, fable novels, ordinary people's small works, famous works, natural science, social ethics, anecdotes of literati, news and current affairs ... (4) Reading. Seek a "deep" word. Constantly appreciate the taste of famous works, analyze the author's efforts and intentions in choosing words and sentences from between the lines, taste the wonderful pen in the text, and realize the meaning of penetrating the paper; Appreciation of teaching monographs, such as Speech Teaching Theory, Excellent Course Theory of Reading Teaching, Speech and Meaning Theory, Chinese Teaching Psychology, etc. It is necessary to carefully consider the internal logical relationship of its language content. If "rational reading" and "similar reading" are clever reading, then "extended reading" and "quality reading" should be "real reading; The former can be "immediate" in teaching, while the latter can make the improvement of teaching ability have stamina and "strengthen the body". The two must be organically combined to make themselves "enjoy themselves".

I read too many books, so I naturally want to erase some words. I study all kinds of teaching theories, analyze all kinds of systems, compare all kinds of schools, think about all kinds of teaching phenomena, and tell my detailed thoughts to the pen. Every day, I use sporadic time to "write"; Write down a little gain immediately after a class; Write down the situation analysis immediately after the lecture; Read the educational anthology and comment on it; Make an outline whenever you have an idea; Revise teaching cases; Teaching experience in writing; Organize teaching papers ............................................................................................................................................................................