First, thinking, how far is children's literature?
Children's literature is full of truth, goodness and beauty, closest to children's emotional world and most imaginative. Reading children's literature can enrich not only children's language, but also their spirit.
But in real teaching. However, we focus on literacy, writing, word formation and sentence making in junior high school reading teaching, ignoring the appreciation of children's literary works in textbooks and the cultivation of students' perception of literary language and pursuit of beauty. Teachers use adult eyes instead of children's experience of literary emotion, and use word training instead of language sense cultivation, thus making children lose the pleasure of reading. Therefore, we should guide students to get close to children's literature, organically integrate it with junior high school reading teaching, enjoy the pure beauty experience brought by children's literature, and feel the happy feeling brought by reading.
Second, get close to and appreciate children's literature.
(A) Teachers' self-experience
Teachers should be good readers, appreciators and promoters of children's literature. When reading, you should have a higher level of understanding and mastery, and have a macro understanding and grasp of the development of children's literature. For example, when reading Mr. Jin Bo's long fairy tale "The Adventures of Udi Udi", the teacher will have his own feelings, but he should think: "How to guide students to read when introducing this book to students? What topics should be designed to stimulate children to explore the text? " After such in-depth thinking, teachers can grasp children's literature as a whole and be competent as "promoters" of children's literature.
Teachers should not only read children's literature works, but also widely read excellent literature works at all times and all over the world, learn some literary theories, internalize knowledge into their own abilities and improve their literary level. Only by striving for perfection, improving their literary literacy as soon as possible, and then reading children's literary works, introducing them to students and guiding them to appreciate them, can teachers lead students into the magical and magnificent literary world from a strategically advantageous position.
(B) changes in classroom teaching
If students want to get close to children's literature, it is the most critical to grasp the Chinese classroom. Therefore, we must change the Chinese classroom so that classroom teaching can be integrated with children's literature first.
1. Grasping teaching materials in a literary way
The so-called "literary way" means that teachers should walk into the text, experience the connotation, prepare lessons from the perspective of literature, interpret teaching behavior with literary thinking, and release teaching passion with literary language. Of course, we are dealing with lower grade pupils, so we should grasp it from the perspective of "children's literature". For example, teaching the second volume of the first grade "Ant and Fruit".
The first part:
Teacher: What's the weather like in summer?
Health: It's really hot in summer.
Teacher: What are the ants doing? How did they do it? How's it going?
Health: Some people are tired and sweaty.
Teacher: Please read this paragraph in a complimentary tone.
The teacher teaches the second and third paragraphs respectively, asking more than ten questions, and the students think, answer and read aloud. )
The second part:
Teacher: (Play the tape and describe the feeling) How do ants and slugs behave in this heat? Please read a paragraph or two and tell us which words and sentences you know.
Health: A group of ants are moving grain, and slugs are hiding under the big tree to enjoy the cool.
In this process, guide students to read these two paragraphs with emotion. Practice reading, feedback and correction until you feel finished reading)
Teacher: Please read the text again, look at the illustrations and think about it: How would you laugh at ants? What will the ants say? Work in groups, read and act in roles.
Health: It's so hot that you are all sweating. Why don't you have a rest? What a fool!
Health: Winter is still early! We are free and happy!
Health: If you don't prepare enough food quickly, you will be hungry in winter!
Health: You are free now. In winter, it's too late to regret.
Then, the teacher changes the situation and guides the students to read the third paragraph, look at the illustrations and imagine what ants and slugs are doing respectively. Say what? Instruct students to read aloud with emotion.
In these two teaching links, teachers use different ways to grasp the teaching materials, resulting in different teaching effects:
The first teacher spoke paragraph by paragraph and read paragraph by paragraph. The language was dry and the questions were many and complicated. Students just passively accept it and don't need to think much. They only need to intercept the corresponding sentences from the text in turn to answer, and they can easily get the teacher's approval. Such a beautiful and thought-provoking fairy tale was dismembered, and students could not get the wonderful experience and fun of reading.
The second teacher first walked into the text and looked at the text from the perspective of "children's literature". Few but precise questions open the floodgates for students to think actively. At the same time, teachers pay attention to creating situations to stimulate children's emotions and interests in active learning. The teacher's language is vivid and the students' answers are full of childlike interest. This kind of classroom is like a "children's literature salon", where students delve into the text in a quiet realm and get enlightenment.
2. Pay attention to the way of classroom dialogue
The first is "aesthetics"
Children's culture is a muse culture, full of rich imagination, sincere emotion and infinite beauty. In classroom teaching, we should follow this feature and immerse children in the beautiful world created by words from the perspective of "aesthetics".
The second volume of the first grade, Little Pond, has a beautiful artistic conception. A teacher taught it like this:
With the music playing courseware, the teacher described emotionally: "During the day, the blue sky and white clouds are reflected in a small pond, sparkling, which is a moving picture;" At night, the stars and the moon are reflected in the small pond. They fell asleep. This is a quiet painting ... "The students were obviously intoxicated. The teacher went on to say, "what can the beautiful big eyes of the small pond reflect in the colorful world?" "Students to discuss, there will be a wonderful answer:
Health: The blue sky is reflected in the pond, like a bright blue silk.
Health: Wild flowers are reflected in the pond, like a beautiful little girl dancing.
Health: The peaks are reflected in the pond, like sleeping giants.
Teacher: "Everyone speaks very well! Let's read the text beautifully with wonderful music! " Both teachers and students are devoted to reading the text.
Teacher: The teacher really wants to draw a small pond. Can you finish it with the teacher? Let's draw the small pond described in the article and imagined by you!
The teacher accurately interprets the "beauty" of the text in teaching, so the beauty of the teacher's language, the beauty of the created situation and the beauty of the link design are closely linked with the beauty of the whole class. Students enjoy beautiful courseware, read beautiful words, listen to beautiful music and feel the beautiful scenery depicted. Such beauty has left eternity in the hearts of students. ...
The second is "meditation"
Throughout the classroom teaching in the lower grades, children's initiative has indeed been fully mobilized. They are very lively, but they look pale when they think deeply. This is the lack of "meditation". The so-called "meditation" is meditation that sinks into the depths of the soul. When children mobilize existing knowledge and emotional accumulation and collide with new problem situations, there will be a lively "enlightenment".
When I was teaching the second volume of the second grade "Snail's Trophy", I did this:
When guiding the understanding of the first and second paragraphs, talk to the students: "Do you know what snails looked like a long time ago? How do you know? " When the students answer, show a picture of a flying snail, and then set a suspense: "Why can snails only carry heavy shells now?" How did it become? "Guide to the next stage of learning, and then understand the meaning through vivid forms such as discussion, role reading and performance. This class is very vivid, but the power of "meditation" must be brought into play in time. The teacher said the question in a calm tone: "what do you want to say to the snail after reading this text?" What do you want to say to yourself? "The students were lost in thought, and some students replied," Teacher, I want to say to the snail: You are too proud and too ignorant. Honor only represents the past, and continuous efforts can show that a person is really capable. " "I also feel like a snail. I can't be arrogant anymore. "... this answer, you can think of this is the feeling of an eight or nine-year-old child? If we are only satisfied with superficial excitement and ignore "meditation", can students have such a profound understanding?
Teachers grasp the teaching materials in a "literary way" and pay attention to the dialogue mode in the classroom, so that the junior middle school Chinese classroom can become a literature classroom, a wisdom classroom and an ideological classroom, and the integration of children's literature and reading teaching is possible.
(C) full of interest in reading
Children's literature works in textbooks are just a drop in the ocean, and the integration and collision in the classroom is only the first step into the world of children's literature. Therefore, it is necessary to lead children to read after class and carry out colorful Chinese practice activities to make students closer to children's literature and more interested.
First, guide students to do more extracurricular reading. Children's literature "If this window is not opened earlier, it will become tighter and tighter with the passage of time." (Qin Wenjun) Allow junior students to read classic Chinese and foreign fairy tales, fables and poems. In the Pinyin version, as well as relatively simple historical stories and scientific fairy tales. You can also sing children's songs and recite lyrics. In short, reading should be extensive, and teachers can guide students to take reading notes and write their own reading experiences in short words, so as to guide students to form the good habit of "not reading without moving pen and ink" from an early age.
Secondly, we should carry out colorful Chinese practice activities. Combined with extracurricular reading, competitions such as "Poetry Competition", "Fairy Tale 2E", "Singing and Flying" and "Fairy Tale Competition" can be held, and pantomime and textbook drama performances can be held to enable students to consolidate their reading achievements and show their true selves.
Third, sublimate and enjoy the beautiful world.
Children's literature has extremely rich aesthetic connotation from form to content. The curriculum standard points out: "Chinese teaching is aesthetic, poetic and interesting." Therefore, children's literature and reading teaching have an infinitely broad and beautiful world. We Chinese teachers should combine the rich connotation of children's literature aesthetics with junior high school reading teaching with their own literary accomplishment and poetic wisdom, guide students to discover and perceive beauty, ignite the spark of students' hearts with the feeling of beauty, and let Chinese become the soul chicken soup of students' lives.
Although the junior students are young, they have fully accumulated the reading of children's literature. Coupled with the subtle influence of written language, they naturally have the desire to create and can't wait to "read enlightenment". Therefore, students should be encouraged to imagine boldly, release their individuality and write wonderful chapters.
According to the characteristics of junior students, I mainly let them try to write children's poems. When guiding the writing of poetry, I let the students imitate it first, and then let the students discover the creativity of poetry from their lives. For example, you can write poems about small things in life, conversations with things, and related associations with things. For example, when a classmate came home from school and saw a pair of rain boots bought by his grandmother, he was overjoyed and produced rain boots:
I came home from school/found that my grandmother bought me a pair of rain boots/green ones. Bright/beautiful! /I'll put it on/It's so comfortable! /I announced loudly: I will wear rain boots to school tomorrow! /Uncle said: It will definitely not rain tomorrow/I said/I will wear rain boots in the scorching sun!
It captures the fragments and conversations in life, but vividly shows an innocent childlike innocence! Another example is that a classmate saw his sister's dimple. I saw the bird's nest on the tree again, so I wrote such a poem "Bird's Nest and Dimples":
A round bird's nest/hanging on a tall tree/are you grandpa tree's dimple?
Some people say that children are born poets. However, teachers should not instill too many writing skills, but should capture the information conveyed by children intentionally or unintentionally in time, develop children's ability to write children's poems, and pluck the strings of beautiful poems in children's hearts.
Junior students are eager eagles. Give them the wings of children's literature, and they will fly happily to the Chinese world and literature hall! The integration of children's literature and junior high school reading teaching will surely glow with poetic brilliance; Colorful children's poems written by children themselves will definitely leave an indelible impression on their memories. We will be delighted to see that children have enjoyed children's literature, enjoyed a golden childhood and traveled freely in a colorful and beautiful world!
(Editor Liang Yuan)