First, cultivate students' civic awareness in Chinese practice.
Society is a constantly developing and changing space, which makes the content of Chinese practical activities present a dynamic "living water" education. Let students go to the society, get in touch with social reality, participate in various social activities, let them understand the basic activity process of social life, accumulate certain life experience, and produce problem consciousness. For example, after leading the students to visit the newly developed industrial park, the students were deeply touched by the wide and tidy streets and rows of buildings, and they couldn't help wondering: "What a beautiful hometown!" This is a practical research problem in China: exploring the changes of hometown. After forming such questions, the students began a deep field investigation. They used the weekend time to distribute it to various places. Through understanding and statistics, they explored the changes in their hometown and learned that the rapid economic development in their hometown has a great relationship with bridges and roads. In the process of investigation and study, students' social participation ability has been improved, forming a strong sense of participation and civic awareness.
Society is a big stage and an inexhaustible living teaching material, which provides living practical resources for our Chinese teaching, and also contributes to children's activities in a more detailed, emotional, vivid and humanized environment than textbooks. Many contents of Chinese curriculum reflect social things and social phenomena, which themselves come from society. Therefore, only by returning the society to students and letting them learn "society" in society can we improve students' ability to understand society, make textbook knowledge "alive" and broaden, develop and extend it in society.
We don't want children to have a deep understanding of a certain content or knowledge, but only hope to have full perceptual knowledge in Chinese practice. The most important thing is to cultivate children's attitude towards society, sense of responsibility and civic awareness, which is their most precious wealth.
Second, broaden students' knowledge horizons in Chinese practice.
The current Chinese textbooks for primary schools have arranged a variety of Chinese practice activities, such as holding story meetings, poetry recitals, running tabloids, performing textbook dramas, and investigating the use of Chinese characters in society. For example, junior high school students' learning literacy does not simply revolve around the text, but starts from real life and extends their literacy to the vast living space they are exposed to. Teachers should fully tap the relevant factors in teaching materials, guide students to carry out comprehensive Chinese practice activities, highlight students' autonomy and attach importance to the process of students' active participation. Another example is: making some small productions, such as "making greeting cards and sending greeting cards" in five volumes of primary school Chinese. When doing it, students with strong hands-on ability can do it according to the requirements of the textbook first, and then exchange experiences. Finally, group, other students follow suit and talk about their own production process. Students who have done it can invent and create on the original basis, or they can be judges to evaluate. No matter whether the products are beautiful or not, teachers should encourage every student, as long as they are willing to participate and enjoy it.
How can such activities be carried out more effectively, such as "collecting jokes and humor" in the fifth volume of primary school Chinese? Now parents buy more extracurricular reading materials for their children, and jokes can be seen everywhere in newspapers and magazines. On the one hand, students can easily collect jokes and humor, but on the other hand, it is difficult for students to optimize their choices and improve their appreciation ability. In view of this situation, we can carry out a collection activity like this: let students find valuable jokes and humor in various books and periodicals, write them down, and think about why they make people laugh and what they gain after laughing. After completing the collection task, you can show it in class by explaining the reasons for the collection in one or two sentences. The teacher combed the students' comments and made everyone understand the essence of excellent humorous jokes. Teachers provide students with pictures, make jokes, and remind and inspire students with humorous hints for some problems in class. At the same time, in this process, students not only feel interesting, but also increase a lot of extracurricular knowledge and learn a lot of literary knowledge. Therefore, teachers make good use of these contents in textbooks and creatively carry out comprehensive Chinese practice activities, which can not only enhance students' awareness of learning and using Chinese in various occasions, but also broaden students' knowledge horizons and experience the happiness of success.
Thirdly, cultivate students' cultural interest in Chinese practice.
Regional characteristic culture should be an important part of Chinese comprehensive practice. Generally speaking, the formation and development of regional culture reflects the spiritual outlook of people in a region. If the culture with regional characteristics is introduced into Chinese practice, students can experience the richness and diversity of culture. According to the reality of cricket culture in our county and the principle of voluntary combination, the students set up six "cricket exploration groups" to conduct an all-round investigation and study on the history and capture of crickets. Through investigation, students have a deeper understanding of crickets in their hometown. In the final research results, many students showed great interest. They not only learned the knowledge of crickets in an all-round way, but more importantly, they came to the conclusion that crickets in their hometown will become the way for people in their hometown to get rich, and crickets will become the characteristic culture in their hometown.
Fourthly, enhance students' awareness of environmental protection in Chinese practice.
There are countless contents of environmental education in primary school Chinese textbooks, and the resources provided by the content display of the text are just an example. In teaching, after learning the relevant text knowledge, students will have many questions, which will urge students to think, explore, expand and extend constantly, and make knowledge better transferred and internalized. Teachers should make full use of environmental education resources in Chinese textbooks and carefully design Chinese practice activities, which can not only cultivate students' good inquiry habits, but also enhance students' awareness of environmental protection.
For example, in the lesson of "Wonders of Jingbo Lake", students appreciate the beautiful lakes and mountains in the north when previewing before class, and have a strong interest in the appearance and characteristics of Jingbo Lake. It is difficult to understand the meaning of the work because students have not visited it in person, lack intuitive impression and have little life experience. Therefore, by consulting relevant materials, students can be arranged to do inquiry learning before class: according to the description of the text, combined with their own creative ideas, students can draw pictures, find objects, collect relevant pictures, find specimens and find videos. In order to find valuable information related to the teaching content, students go to the library, ask their parents for help, search online, draw automatically and finish it by hand. Everyone wants to get the most valuable information through their own personal efforts. The process of seeking is the process of students' learning and screening, active learning and conscious learning, with great enthusiasm and thirst for knowledge. Before the text is spoken, their body and mind have already entered the learning state. They rejoiced in the wonderful materials they found and were encouraged to seek knowledge outside the textbooks. Before class, the awareness of environmental protection has sprouted in children's minds, and then on the basis of exploring the causes of the formation of Jinghu Lake and underground forest, it is further combined with nature, history, society and other disciplines to carry out a small topic of exploring environmental protection. For example, how to protect endangered animal and plant resources, the development and utilization of non-renewable mineral resources and so on. In the process of inquiry, students are guided to actively carry out scientific inquiry by asking questions, observing, collecting and processing information, writing experience diaries, writing investigation reports and summarizing reports.
The study of the natural environment is a real research experience. During the observation and research, the students realized that their lives are closely related to the environment, understood the various influences of people's production and life on the environment, understood the common sense of environmental protection, and mastered the basic environmental protection skills. Students consciously start from the small things around them, pay attention to the environmental problems around them, the community, the country and even the world, and realize the importance of environmental protection.
Fifth, cultivate students' cooperative spirit in Chinese practice.
Colorful Chinese practice activities are an important way to cultivate students' enthusiasm for learning participation, independent learning awareness, innovative practice ability and communication and cooperation spirit. Modern education especially emphasizes the communication, cooperation and exchange between subject education and practical activities, and attaches importance to the self-study and supplement of students' knowledge through developmental research activities, thus improving students' knowledge level and cultivating students' innovative spirit and practical ability. In this multi-channel equal and democratic practical cooperation, mutual respect, humility and competition are required, which is bound to be conducive to the healthy development of students' personality. Using the relevant knowledge in Chinese teaching resources to carry out Chinese practice activities is conducive to cultivating and enhancing the spirit of cooperation among students and promoting the smooth development and formation of students' healthy personality.
In the comprehensive practice of Chinese, students have many opportunities for communication and cooperation. For example, in oral communication, students are required to introduce the beautiful scenery, places of interest and changes in their hometown, and let them be small tour guides for visiting guests. Under the guidance of teachers, students can freely combine with their classmates in the same hometown to study the reasons for the formation of scenic spots, wildlife resources, historical legends, celebrity anecdotes, environmental status and economic development in their hometown, so that students can cooperate in designing activity plans, make full use of information technology network resources, and collect information through online search, field trips, in-depth interviews and other means. Students think, write, draw and speak in various ways, which not only mobilizes the enthusiasm of cooperation and participation, but also improves the enthusiasm of active learning; Not only learned to learn in cooperation, but also enhanced the ability of cooperation in learning.
Therefore, people living in the real society will inevitably have all kinds of contacts. In the comprehensive practice of Chinese, students will always have many interpersonal problems through contact and communication with others. Let students know how to respect and understand others through communication. In the interaction between "teachers and students" and "life and life", we can realize the important role of others and social groups in personal survival and development, and realize the happiness of caring for others and accepting their care. Through these interactions, the spirit of unity and cooperation has been formed.
Sixth, cultivate students' innovative consciousness in Chinese practice.
The Chinese curriculum standard points out that Chinese comprehensive practice is conducive to students' comprehensive improvement of Chinese literacy in independent interest activities, and is an important way to cultivate students' initiative to explore and be brave in innovation, which should be actively advocated. Junior students are required to observe nature in the comprehensive practical activities, and express their observations orally or in pictures. Teachers should pay attention to students' individual differences and different learning needs, protect students' curiosity and thirst for knowledge, and fully stimulate their innovative spirit.
Take "Spring" as the theme, for example, by looking for comprehensive Chinese practice activities in spring. Lead students into nature, consciously observe the changes in spring, experience the vitality of the revival of everything in spring, and awaken students' love for nature. In the textbook "Chinese World", the poetry reading of "sound of spring" was arranged. When designing Chinese comprehensive practice activities, we should consider the individual differences of students, and a single reading club can't satisfy the interests of different students. Therefore, it is necessary to adapt the teaching materials when organizing Chinese practice activities. Let the students walk into the spring, feel the spring, and choose their favorite ways to express their love for spring according to their hobbies. The steps of comprehensive practical activity "Beautiful Spring" are: 1, free activities. Arrange students to collect information about spring in various forms, such as poems, photos, tapes, pictures, stories, etc. 2. Group activities. Students are divided into four groups according to their preferences and collected materials, which are poetry group, color group, story group, me and spring group. Instruct students to exchange information in groups and make further collection and preparation according to the actual situation of their own groups. Team members can suggest improvements to each other, or several people can cooperate to report a material. 3. Class presentation, report and communication. (1) Play the song "Where is Spring". Students will sing songs according to the text and perform songs with their own actions, so that students can enter the research theme of "spring" in a cheerful and lively atmosphere. (2) exchange report materials in groups. Students are divided into poetry group, color group and story group. (3) Teachers evaluate students' performance, summarize the classroom, encourage students to enter the spring, keep fit and cherish their beautiful homes.
This comprehensive practice of Chinese fully respects students' interests and hobbies, and creates a space for students to learn independently. Students express their love for spring by painting, singing, explaining and performing. So as to participate in learning and communication with more interest, and show their learning achievements in the process of communication, and gain a sense of accomplishment, so that the openness of comprehensive practical activities can be fully reflected, and every student can get colorful learning experiences and personalized and creative performances in the process of activities.
The moral education factor in Chinese comprehensive practice has great vitality, and it grows with the new curriculum. We believe that as long as we dig deep into the moral education resources of comprehensive Chinese practice activities in primary schools and take various forms appropriately, we will create as many practical opportunities for students as possible, so that students can gradually acquire the law of Chinese learning with rich resources and a lot of practice. Therefore, we should actively explore the comprehensive practical activity class of primary school Chinese, both from the perspective of the concept of big Chinese and from the perspective of changing students' learning methods. In this way, it will give new meaning to Chinese practice and inject new vitality into Chinese teaching.