Research Papers on Chinese Language and Literature —— An Analysis of Teaching Methods of Chinese Language and Literature
Chinese language and literature is a vague concept, which is widely included in the whole Chinese teaching, but it has its own uniqueness. In order to better strengthen Chinese teaching, as a teacher, Chinese can neither be divorced from the reality of life nor be independent of Chinese teaching. Chinese language and literature teaching can enrich students' professional knowledge, improve students' knowledge reserve and improve students' literary literacy. How to improve students' learning ability and level in Chinese teaching is a problem that teachers should pay attention to. Based on the present situation of Chinese teaching, this paper discusses how to improve classroom teaching ability.
First, multimedia-assisted teaching
With the development of the times and the renewal of teaching content, we need teaching methods that keep pace with the times to better guide students' learning. The characteristics of Chinese language and literature teaching are different from other teaching, because knowledge points are scattered, and a lot of knowledge is difficult to describe and express in words. The introduction of multimedia into teaching can greatly improve this teaching defect. As Chinese teachers, we should master the skills of using multimedia. In class, teachers can use multimedia to show the teaching part. For example, in the explanation and analysis of the four classic novels, teachers can use multimedia to show students some pictures of relevant characters in the books, so as to deepen students' understanding of knowledge. Or, the teacher can play a related video to the students to improve their enthusiasm. In teaching, teachers should also pay attention to the fact that multimedia is only an auxiliary tool for teaching. Don't let multimedia distract students' attention and have the opposite effect.
Second, extracurricular activities complement each other.
The knowledge of Chinese language and literature in the classroom is limited, so teachers need to guide students to learn to explore independently. While learning knowledge in class, we should also learn knowledge outside class, so that the knowledge inside and outside class can complement each other and improve students' Chinese language and literature level. Teachers can also offer reading classes, so that students can have a unified time to read, exchange and discuss after reading, learn from each other's strengths and improve their overall Chinese language and literature ability.
Third, pay attention to the guiding role of teachers.
There is an old saying? Being a teacher? It means telling teachers the power to set an example for students. If a teacher wants students to be interested in literature, then the teacher should love reading and literature. In normal Chinese learning, teachers should pay attention to students' personal influence. A good teacher can not only teach students knowledge in class, but also infect students in words and actions. Some students have certain imitation psychology to teachers, and students like to imitate teachers' reading habits and hobbies. This also requires teachers to actively improve their own quality and development, and guide students to go further and further on the road of Chinese language and literature exploration. In short, the improvement of Chinese teaching requires not only the efforts of teachers, but also the active cooperation of students, so as to better improve teaching efficiency.
Study on Micro-teaching of Chinese Language and Literature Major in Open University (Part Two)
Open University mainly emphasizes distance education and optimizing resource integration. This mode of running a school is conducive to students' autonomous learning and is of great significance to China's teaching reform. There are some similarities between micro-teaching and open education. In the teaching process, if we can make full use of the optimized design of micro-courses and the application of small courses, the educational effect of the open university will be effectively improved.
Concept definition
1. Overview of Open University
The Open University is based on modern information technology, giving consideration to both academic education and non-academic education. This is a new university that provides distance and open education. This mode of running a school has been well received in the practice of China, which has inspired the development and innovation of our mode of running a school. When it comes to open universities, we have to talk about open education. Open education is a kind of mixed learning mode, which realizes * * * enjoyment through the integration of resources in multiple campuses and regions, with distance education as the main way. Open education has the characteristics of taking students as the center, attaching importance to students' learning and development, enriching the forms of teaching and learning, with few restrictions and low threshold. This mode of running a school is relatively free and there are not too many restrictions on learners. Moreover, in the process of learning, students can choose their own teaching media, courses, learning methods, curriculum arrangements, time and place according to their own conditions and needs. Usually, this form of education will be realized through multimedia and modern information technology.
2. Overview of micro-course teaching
Micro-class refers to a course that records teachers' interactive teaching behavior on some knowledge points or some teaching links in and out of class by using network video as the medium according to the requirements of new curriculum standards and teaching practice. The main component of micro-course is classroom teaching video, which also includes video content such as teaching design, course summary, after-class practice explanation, interactive teaching, evaluation and assessment of current teaching topics. Through the integration and splicing of these teaching resources, the teaching and learning of related topics can be realized and the teaching tasks can be completed. Micro-course has the advantages of short teaching time, refined teaching content, prominent themes, rich teaching resources, strong interest and convenient feedback, which is of great significance for innovating teaching mode, lowering teaching threshold and expanding audience.
Second, the significance of microteaching for Chinese language and literature majors in the Open University
1. is helpful to improve teachers' level and innovate teaching methods.
The main feature of micro-courses is that multimedia or network teaching is the medium. This teaching mode is of great significance to the improvement of teachers' level and the exploration of teaching innovation. Through the teaching of micro-courses, teachers can first skillfully operate and understand multimedia and computer technology, so that they have more possibilities for innovation in teaching forms. Secondly, micro-courses emphasize the integration and arrangement of resources, and teachers can actively develop and arrange resources in curriculum preparation, which is helpful to improve their curriculum design ability. Third, micro-courses focus on teacher-student interaction. This kind of non-face-to-face interaction can make teachers feel different from traditional teaching. In the process of teaching, teachers will constantly reflect on teaching and sum up experience, so that they can devote more energy to the research of teaching methods and models, which invisibly promotes the all-round development of their theory and practice, and also improves their personal ability.
2. It is helpful to cultivate students' autonomous learning consciousness and construct innovative thinking.
First of all, micro-courses have a certain degree of freedom. Students can choose the course arrangement and study time according to their own situation by using online classroom videos, which is beneficial to students' targeted study and thus improves learning efficiency. Secondly, micro-lessons emphasize students and their course learning as the center, which is conducive to cultivating students' autonomous learning ability and habits. In microteaching, teachers play a guiding role. When encountering problems, students can ask teachers and classmates for help. This behavior of actively exploring blind spots in knowledge mastery and actively studying and discussing learning content can effectively improve their learning efficiency. Thirdly, micro-course teaching can make the course full of interest through the application of multimedia and the design of resources. Teachers can use various teaching modes to make the classroom no longer boring and let students actively learn knowledge, which not only has high learning efficiency, but also promotes the construction of students' innovative thinking and the improvement of practical ability to some extent.
Third, the open university Chinese language and literature major to carry out microteaching suggestions
1. Change the teaching concept and optimize the teaching mode.
From ancient times to the present, the traditional education model emphasizes the process of teacher-centered and imparting knowledge. In this educational process, students only play the role of knowledge recipients, lacking the initiative of knowledge selection, which is not conducive to the development of students' personality, reduces students' awareness of autonomous learning, and invisibly affects the teaching effect. Of course, in a long historical period, the traditional teaching mode was widely used in the world. However, with the progress and development of society, the problems exposed by the previous teaching model centered on teachers, textbooks and classrooms can not be ignored. For example, not paying attention to students' dominant position in the course and lacking attention to personality differences are not conducive to the improvement of teaching efficiency. Therefore, it is imperative to change the traditional teaching concept. Micro-course education is different from the traditional teaching mode. It emphasizes learning before teaching, that is, it attaches great importance to students' self-study ability, and teachers' teaching has become an auxiliary and guiding tool. On the basis of network and small class teaching, micro-courses can be more prominent? Micro? The characteristics of. From the time point of view, micro-courses generally last about 20 minutes, and the teaching time is short; In terms of teaching content, there are few micro-lessons, and each lesson is often only aimed at a certain knowledge point or teaching link, so the resource capacity is small. This kind? Micro? The characteristics of the course conform to the characteristics of educational psychology, which enables students to concentrate on the course study completely. Relevant research points out that people's concentration time is generally less than 20 minutes, which requires the open university to grasp the time of each class as much as possible in teaching practice, and cut and combine its knowledge points reasonably even if there is a great need for courses to ensure that students' attention in each class can reach the best, thus ensuring the learning effect. In addition, when teaching micro-lessons, teachers should change the previous concept of teachers' authoritative position in the teaching process and realize the role change from knowledge imparting to learning organizer. This requires teachers to actively organize classroom learning, urge and help students to learn independently, and do a good job in answering students' questions in the teaching process. In teaching practice, teachers should guide students to feel, experience, discuss and summarize more, so as to stimulate students' interest in autonomous learning and enhance students' autonomous learning ability.
2. Pay attention to teaching methods and optimize teaching design.
Compared with ordinary colleges and universities, the open university is also a higher education, and the course teaching of Chinese language and literature major should have a matching depth and height. In the process of microteaching, teachers are required to optimize teaching methods and realize the optimal allocation of resources. Through the selection of Chinese language and literature related knowledge, we can realize differentiated and high-quality teaching for students. First, optimize the selection and design of literary content. When designing the reading teaching of literary works, we can start with the theme, style, characterization and plot construction of the works, which can be the starting point of teachers' design teaching. When integrating the design content, teachers can also use a variety of expressions to make teaching more attractive, reduce the difficulty of mastering knowledge and improve the learning effect of students. For example, in the design of micro-courses, the teachers of the Open University vividly show the characteristics, overall artistic conception, content significance and theme of the characters in the whole poem by playing the characters in The Book of Songs. This performance-based teaching gives students a refreshing feeling, thus deepening their understanding of literary works. In the micro-course, some teaching methods can also be integrated. For example, in the teaching process, discussion and research can be added to deepen students' understanding of literary works, so as to understand the thoughts and realms of the characters in the works. In addition, in the process of learning literary works with story lines, it is also helpful for students to understand the works by adding analysis of characters' personalities and words and deeds. Although micro-courses emphasize refinement, the necessary learning steps cannot be ignored casually. For example, when teachers teach some literary works, although the class hours are short, they can't easily skip the background and characteristics of the authors and characters. The introduction of the author and characters plays an important role in students' understanding of the article. In addition, in the teaching process, we should do a good job of teacher-student interaction, master questioning skills, and promote students' active learning and thinking. Second, make full use of the network to do a good job in curriculum design and evaluation. Network video is the core media of micro-course, which requires teachers to make course video well and make it scientific and reasonable. Some scholars believe that teachers should design the syllabus before class, then record teaching videos according to this design, and make differentiated counseling plans according to students' autonomous learning; In the teaching process, we should pay attention to the interaction with students, do a good job in troubleshooting, strengthen the practice to consolidate the knowledge we have learned, and finally evaluate and summarize the course according to the whole teaching effect. When designing micro-lessons, we can learn from the teaching characteristics of some famous online courses, and understand the shortcomings and highlights of the course through the design of teaching evaluation, so as to adjust the content and focus of micro-lessons in time, promote the communication and interaction between students and teachers in the evaluation process, and help improve the teaching effect. The design of micro-course teaching should actively improve students' participation and ensure teaching quality.
Four summaries
The idea of running an open university is similar to the characteristics of micro-courses, both of which emphasize students' autonomous learning, and the education form is mainly remote internet education, so it is necessary to carry out micro-courses education in open education. In the process of development, we should first change the traditional concept, put students in the main position of teaching, actively optimize the teaching content and design, improve the teaching quality, strengthen the interaction between teachers and students, and do a good job in teaching evaluation, so as to make the micro-course education more perfect.
The third part of the research paper on Chinese language and literature is the teaching paper of Chinese language and literature under the cultivation of practical ability
First, improve the quality of Chinese language and literature teaching strategies
(1) Optimizing the teaching content Chinese language and literature teachers should stick to the teaching objectives.
Do a good job in connecting the Chinese language and literature course with the follow-up courses, fully sort out the subject knowledge content, integrate the teaching content, and avoid the repetition of the course content. Combining the new achievements of language research, we should update the teaching content in time and improve the applicability of Chinese language and literature teaching content in modern social environment. Will the teacher arrange the course content? Is that enough? And then what? Must? As the standard of arranging the teaching content of the course, we should highlight the teaching focus, effectively simplify the course content, expand the depth and breadth of the application of Chinese language and literature, refer to the practical ability of social development and the training goal of language practical ability in time, arrange the skills courses with strong application as much as possible, and improve the practicability of teaching. Pay attention to cultivating students' oral expression ability, ability to comprehensively use and write various generalist styles, language application ability, reading comprehension ability, information research and extraction ability, etc. On the basis of laying a solid foundation for students' language perception and constantly improving their language sensitivity and language application ability, students' practical language application ability will be enhanced, and their literary accomplishment and ability will be comprehensively improved. In the teaching process, schools and teachers can also make full use of regional cultural resources and strengthen relevant content in teaching courses, so that the teaching content combined with regional cultural characteristics can become a powerful supplement to basic courses, stimulate students' interest in inquiry, encourage students to explore independently, and tap students' thinking ability and innovation ability.
(B) in the context of the great development of higher education, improve teaching methods,
Only by constantly improving teaching methods, effectively implementing students' dominant position in learning, constantly absorbing and innovating in the teaching process, improving the teaching methods of Chinese language and literature, and enhancing the flexibility and diversity of teaching methods can the teaching quality be improved. Teachers should pay close attention to students' learning emotions and attitudes on the basis of fully understanding and using the contents of textbooks, improve students' participation in teaching, and make students change from passive listening and memorizing to active inquiry learning mode. In the teaching process, students are encouraged to question and explore, and various methods are comprehensively used to solve doubts, so as to improve their thinking ability and creativity and cultivate their innovative spirit. Teachers can also integrate and show the teaching achievements of Chinese language and literature to students, so that students can choose what they think is useful according to their own interests, give full play to their autonomous learning ability, guide students to take the initiative to solidify what they have learned into professional content, organically integrate language and culture with education, and continuously improve their language and cultural ability and cultivation. Choose practical teaching methods to improve the effectiveness of Chinese language and literature teaching. When students have certain professional basic knowledge and skills, teachers can also adopt problem-centered teaching methods to guide students to put forward their own unique views on practical problems and find solutions through argumentation, thus improving students' practical problem-solving ability.
(C) to strengthen the teaching practice of Chinese language and literature
The students trained by Chinese teachers under the traditional teaching mode pay attention to the imparting of knowledge and neglect the cultivation of practical ability, which can not meet the actual needs of social development. Therefore, it is necessary to adjust the training objectives, strengthen the teaching practice of Chinese language and literature, effectively transform students' knowledge into ability and improve the teaching quality. In the teaching process, teachers should follow the principle of applying what they have learned, attach importance to the connection between the teaching content of Chinese language and literature and the needs of the industry, arrange some practical activities for students, guide students to carry out relevant business ability training, and improve their professional and business ability.
Second, summary
Make use of the advantages of multimedia network, enrich teaching resources and teaching methods, innovate Chinese language and literature teaching and training, and guide students to establish Chinese language training base and practice platform online as a useful supplement to traditional teaching classrooms. Teachers can also invite experts in the field of Chinese language and literature to teach, broaden students' horizons, enrich relevant knowledge, mobilize students to participate in teachers' professional construction and related research, publish works in periodicals, and organize students to participate in various Chinese language knowledge competitions such as calligraphy, recitation, essay writing and speech, which not only greatly enriches students' after-school life, but also effectively enhances students' understanding of profound Chinese language and literature. Provide students with internship opportunities as much as possible, so that students can combine the principles of Chinese language and writing with practical application, enhance their sense of identity with their majors, and enhance their ability to use Chinese language and writing knowledge in practical work.
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