The first time I met "Chinese subject learning" was in April of 20 14. At that time, our Hangjinhouqi Education Bureau arranged a training study. After class, our Chinese teacher was shocked: the teacher actually led the students to learn four articles in one class, two in class and two after class! Thus, the discussion on "Chinese subject learning" began: the third is quantity and quality, not science Chinese. Is there a deviation in our approach over the years? In the past, we studied in class and read after class. How should we read in class? "Chinese subject learning" advocates that 1/3 of the time is spent on studying textbooks and 2/3 on reading. The total reading in junior high school is about 2 million words per year, and the total reading in and out of class for three years is about 8 million words. Is it possible? A series of questions swirled in our minds. But one thing everyone knows: reading more books must be good for students! So, with many questions, we began to pay attention to and seriously think about the concept and method of "Chinese subject learning".
It turns out that "Chinese Theme Learning" is a very mature experimental subject, which is presided over by Li Xi, the national inspector and the president of the 11th Affiliated High School of Beijing Normal University. Since its launch in 2006, it has received enthusiastic response from more than 5,000 primary and secondary schools across the country, and has achieved fruitful results in practice.
On July 20 14, President He Yubin of our school went to Chifeng to attend the 8th National Chinese Theme Learning Seminar. After coming back, he organized the school principals, relevant managers and Chinese teachers to actively demonstrate the operability of Chinese theme learning. In September, according to the top-level design of the Banner Education Bureau for balanced development, the "Chinese Theme Learning" experiment was fully implemented in all primary and secondary schools in Banner, and it was fully promoted in our school in the first grade. The school has set up an experimental leading group of "Chinese Subject Learning" headed by the principal to solve the problems in the experimental process and adjust the experimental scheme in time to ensure the smooth progress of the experimental work. Excellent young and middle-aged teachers such as Wang Junling, Pan Hong, Fan Ai, Qiao Meirong, Yuan Guiqing, Kang Yaling and Zhang Huichao were selected to form the experimental team. The leading group of the school actively organizes the experimental teachers to seriously study the textbook "Chinese subject learning" compiled by the flag teaching and research section, understand the advanced concept of "Chinese subject learning" experiment, change their concepts and establish confidence. The school also arranged for teachers to go out to class. In one year, I visited advanced experimental areas-Weifang, Chifeng, Beijing and other places to attend classes, and gradually got a clear understanding of the classroom teaching characteristics of "Chinese theme learning".
For the subscription of "Chinese Theme Learning" series, the school used parents' meeting to publicize and mobilize parents and got their full support. For poor students, the school subsidizes and guarantees one set for each student. The school also subscribes books for experimental teachers, purchases supporting teachers' books and subscribes related books and periodicals to ensure teachers' experimental needs. After the books were put away, teachers and students were guaranteed a lot of classroom reading, and the experiment was finally carried out in an all-round way.
First of all, the teaching materials should be integrated: which aspects should be elaborated, which units should be communicated after reading, and which units should be guided as a whole ... Because the experimental teacher has an outline in his mind, a textbook in his chest, and a series in his heart, he doesn't have to explain it in class, but leaves a lot of time for students to read. Teachers in our school not only learn from and flexibly use the more mature courses polished by the National Experimental School, such as preview course, text reading course, unit integration guidance course, report exchange course, multi-intensive lecture in one area, learning method guidance course, reading and writing combination course, special activity demonstration course, etc., but also strive to study more efficient teaching methods suitable for children.
Second, add special reading classes every week to realize effective reading in class. At the beginning of the experiment, children have not formed good reading habits, and reading can only be carried out effectively under the supervision of teachers and parents. Sometimes homework is reading, which is signed by parents. By the second semester, children's reading has become a conscious behavior, gradually changing from compulsion to consciousness.
Third, the class as a unit, in the classroom to carry out various reading report activities. In order to stimulate students' reading enthusiasm, the experimental teacher carried out according to the characteristics of himself and the students in this class. Look at the classics of Chinese studies. If you are good at speaking, hold a speech contest; If you are good at writing, you will have a composition contest. Over the past year, the experimental class has carried out activities to show Chinese literacy, such as exhibition and evaluation of handwritten newspapers, reading knowledge competition between teachers and students, dictation competition of ancient poems, exhibition and evaluation of reading notes, and writing competition of Chinese characters. Each class selects excellent reading groups every month and awards the title of "Reading Star Group"; A large-scale reading exhibition of school scale is held only once every semester, so that students can calm down and study hard, instead of being tired of coping with various activities and crowding out reading time.
In "Chinese subject learning", the way of teachers "teaching" has changed, and the way of students "learning" has also changed. They unconsciously formed the good habit of autonomous learning and cooperative learning, and the reading methods in class were unconsciously applied to extracurricular reading by students. They gradually realized the fun of reading and fell in love with reading.
Parents' understanding, changes and gains in a teaching reform are all learned from their children's changes. At present, parents feel that their children spend more time reading, and the books they read are formal and can be read slowly. Some parents also read, communicate and discuss with their children, and the wind of reading has swept the whole family.