Keywords: language and writing accumulation training "Chinese Curriculum Standard" clearly points out that Chinese curriculum is a "comprehensive and practical course to learn and use language and writing", and it should be "committed to cultivating students' language and writing ability and improving their comprehensive quality". The new curriculum standard also points out that "Chinese is the most important communication tool", "guide students to correctly understand and use their mother tongue, enrich language accumulation, cultivate language sense, develop thinking, and enable students to have preliminary listening, speaking, reading and writing abilities".
So how to implement "language use" in classroom teaching and improve students' Chinese literacy? First, a clear direction, pay attention to Chinese teaching should pay attention to the use of language, to cultivate and improve students' language ability as an important task. The effect of Chinese teaching is generally directly reflected in students' ability to use language and characters.
Therefore, to improve the efficiency of Chinese teaching, we must strengthen language teaching and attach importance to the basic skills of language and writing. In the whole process of Chinese teaching in primary and secondary schools, language teaching is the main line, and how to cultivate and improve students' listening, speaking, reading and writing ability to the maximum extent is the main goal we pursue in teaching.
2. How to better implement the core literacy "language construction and application" in classical Chinese teaching is the basic level of the overall structure of Chinese literacy.
The formation of primary and middle school students' ability to use their mother tongue, the growth of thinking quality, the development of aesthetic quality and their recognition of national culture are all based on the construction and application of language, which can be realized through the construction of students' individual speech experience. In Chinese teaching, we should refuse the "pure content analysis" teaching of speaking and reading, and don't do too much entanglement in analyzing the text content; We should start with the use of specific language and characters, and explore the meaning of the text through the taste and chewing of language; Or from the overall reading comprehension, find out the cognitive basis of language.
Therefore, reading teaching should start with the specific phenomenon of language use, immerse the text, explore the meaning of the text through the taste and chewing of the text language, and guide students to enrich language accumulation, cultivate language sense and develop thinking in reading. Li Qingzhao said in "Drunken Flowers" that "thinness" is morbid and not beautiful, but the poet wrote it beautifully. Why? If teachers can guide students to taste, chew sentences with yellow flowers as metaphors, and think about the thin and graceful characteristics of yellow flowers, they can accurately understand how elegant and harmonious "people" are thinner than yellow flowers; From the atmosphere of "curtain rolling west wind", that is, the environment where bamboo curtains are flying, we can imagine how the gaunt poetess and the yellow flowers outside the door reflect each other and how beautiful it is. .
3. How to implement the core literacy "language construction and application" in classical Chinese teaching is the basic level of the overall structure of Chinese literacy.
The formation of primary and middle school students' ability to use their mother tongue, the growth of thinking quality, the development of aesthetic quality and their recognition of national culture are all based on the construction and application of language, which can be realized through the construction of students' individual speech experience. In Chinese teaching, we should refuse the "pure content analysis" teaching of speaking and reading, and don't do too much entanglement in analyzing the text content; We should start with the use of specific language and characters, and explore the meaning of the text through the taste and chewing of language; Or from the overall reading comprehension, find out the cognitive basis of language.
Therefore, reading teaching should start with the specific phenomenon of language use, immerse the text, explore the meaning of the text through the taste and chewing of the text language, and guide students to enrich language accumulation, cultivate language sense and develop thinking in reading. Li Qingzhao said in "Drunken Flowers" that "thinness" is morbid and not beautiful, but the poet wrote it beautifully. Why? If teachers can guide students to taste, chew sentences with yellow flowers as metaphors, and think about the thin and graceful characteristics of yellow flowers, they can accurately understand how elegant and harmonious "people" are thinner than yellow flowers; From the atmosphere of "curtain rolling west wind", that is, the environment where bamboo curtains are flying, we can imagine how the gaunt poetess and the yellow flowers outside the door reflect each other and how beautiful it is. .
4. How to implement word teaching in Chinese teaching practice should prevent three tendencies.
One is to understand the text and prevent it from being eaten alive. "Understanding with context" and "understanding with students' life experience" are important methods to guide students to understand vocabulary.
When guiding students to understand words, some teachers are basically divorced from the text, ignoring the context and unconsciously falling into a narrow position of "making meaning by looking at the text". The original vivid words were eaten alive by teachers and students, and it was a pity to abandon them. Second, prevent the single form of words.
I often see such embarrassing situations. In class, I choose two words for students to make sentences. As a result, no students raised their hands. At this time, the teacher can only use the "point-to-point" method to guide outstanding students to say a few words reluctantly, and other students are the audience. Why is there a "cold spot" in the teaching of word use? In the after-class discussion, we found out the reason why students express collective silence: the teaching and training form of teachers' words is too single.
Only by organically creating expression situations and effectively activating expression desires can words be transformed into concrete images, stored in students' memory warehouses, and then entered into personal language expression systems.
5. How to implement "pragmatic" training in Chinese teaching-2065438+03 winter vacation reading notes 1 1. Improving students' pragmatic competence in speech practice Chinese learning is the practice of speech activities, and the goal of Chinese learning is to cultivate students' pragmatic competence in the process of listening, speaking, reading and writing.
1. Misreading resources: Pragmatics in reading should be good at attributing students' mistakes, analyzing their potential shortcomings and mistakes in cognitive structure, giving learners a decent opportunity to practice vocabulary and helping them to construct reasonable schemas. The process of helping students correct their mistakes is like a process of reconstruction.
When students make mistakes, it means that they have cognitive problems and cannot construct by themselves. At this time, teachers should not simply and rudely correct mistakes, but be good at helping students build themselves in speech practice. ) 2. Ignoring listening: Pragmatic listening in communication is a manifestation of respecting students and an important way to understand them.
Listening in Chinese learning is a way of understanding, a dialogue attitude and a language ability. Teachers listen to students' speeches, carefully guide every change of thinking, patiently wait for every sublimation of thinking, and open classroom space as much as possible, so that students can stretch themselves, release themselves and improve themselves.
Fuzzy questioning: Pragmatic questioning thinking in expression is the beginning of creative thinking. In the process of multilingual interaction between teachers and students in class and text, in the open and sincere circular interaction of listening and talking, it will inevitably stimulate the generation of meaning, the sublimation of thought and the generation of wisdom.
Separation of Humanities: Pragmatics in Writing Once students "pour out" in writing not to respect their deep feelings, but to meet the requirements of established readers (such as Chinese teachers), then this "pour out" loses its flavor, or it is "spit out" rather than "pour out". This is the disadvantage of exercise teaching at present.
The process of pouring out should be the process of expressing oneself, and writing and self should be completely synchronized. Second, grasp the "language" 1 by the nose. Thinking about reading The core of thinking about reading is that students learn independently under the guidance of tasks, so that students can get in touch with Chinese materials more directly and understand and use the laws of Chinese in full Chinese practice.
Reading teaching can start with the use of specific language and characters, and explore the meaning of the text through the taste and chewing of the text language; You can also find the basis from the overall reading comprehension and language. 2. In order to truly implement the core goal of Chinese teaching, we must complete the transformation of Chinese classroom, paying attention to both what to write and how to write, teaching both the content and the form of speech, thus making the teaching process full of pride, eloquence and deep thought.
Compared with learning, it is a choice. 3. To expand, words are a kind of coding ability of language.
Let students learn to express themselves in situations, and the classroom will have time and space for students to practice their own language, thus avoiding the consumption of complicated content analysis. Third, "spring" is silent and "fun" is full of independent reading: first read how the scenery is written, and then ask the author how to express his affection. Reading and writing combined with reading process: perceiving language-understanding language-expressing and using language. Fourth, let words live in communication. 1, click the word for the first time according to the text situation. Second, combined with the writing context, the first time.
Fifth, pragmatics, starting with a correct understanding of the original meaning of words, teachers' questions should involve the study of language and characters, be relevant, be hierarchical, not isolated, and not without the quality of thinking. Teachers should be good at discovering language phenomena in texts, and then design teaching according to these language phenomena to guide students to discover language secrets in texts.
Pragmatic meaning has two levels: one is the correct understanding of the original meaning of words, and the other is the understanding of the author's implication in the process of application. The former is the foundation and the latter is sublimation.
To cultivate students' pragmatic competence, we must start with a correct understanding of the original meaning of words. Sixth, let the teaching of "word list" be "real".
Word teaching is the most basic and active element in normal teaching and a pearl scattered in the unit. 1, score one point and see who gets the most correct score. Compare and see who has accumulated the most. 3. Find out and see who gets the most correct score. 4. Fill in and see who fills in the most appropriate score. 5. Say it and see who says it most vividly. 6. Write it down and see who writes it most coherently. 1. The pictures complement each other, so "day after day"
Even if there are the same language points in the text, the teaching orientation of different grades is different. Find the breakthrough point of students' Chinese knowledge and experience in different grades, develop reading teaching content, and remove weeds, so that students' Chinese literacy in different grades can be properly developed.
Seems to be the most unusual To improve students' reading appreciation ability, teachers should have an eye to see the language scenery that students can't see, guide students to stop to appreciate in negligence, see the wonders in the ordinary, appreciate the charm of language, find the pleasure of reading and improve their reading ability. The enlightenment of Guan Jiangang's dripping water wears away the stone: the second paragraph puts forward an opinion, which is "starting"; The third paragraph follows the viewpoint and gives positive examples, which is "bearing"; The fourth paragraph gives a negative example, which is "turning"; Finally, it is "combination".
By doing so, students can understand the basic style of argumentative writing and begin to pay attention to trying to find out the structural characteristics of the text.
6. Talking about how to standardize the language in Chinese teaching At present, the voice of strengthening the language accumulation training in Chinese teaching in primary schools is getting higher and higher.
On the one hand, this situation reflects the realistic requirements of improving Chinese classroom teaching and improving the quality of Chinese learning for primary school students. On the other hand, after decades of repeated discussions, everyone's understanding of the nature and tasks of Chinese teaching in primary schools gradually tends to be consistent, that is, Chinese in primary schools is a tool discipline for social communication, and its core task is to cultivate students' ability to use coherent language and characters, and at the same time, it should be combined with the tasks of properly completing ideological and moral education, developing cognitive ability, improving aesthetic ability and cultivating healthy personality. How to finish the teaching content in just a few minutes without increasing the students' homework burden? Teachers are faced with the task of strengthening the accumulation training of language and characters, improving classroom efficiency, and enabling students to understand language and characters in reading, memorize them and form their own systems, and use them flexibly when necessary.
With the rapid development of network and information technology, people's demand for knowledge and information tends to be