Primary school Chinese textbooks are mainly "selected works" textbooks. This kind of teaching material is mainly composed of three systems. First of all, it is a "text selection system", or a "text system", which includes the selected text and related text notes; The second is the "practice system", including pre-class tips, after-class thinking questions, exercises and unit exercises. Third, it is the "illustration system", and all kinds of illustrations in the textbook that match the content of the text belong to this system. Obviously, the text system is the main part and the most important part of the textbook.
Today, we talk about making good use of teaching materials in reading teaching, mainly about making good use of text system, or text system. Of course, from a complete point of view, a good textbook also includes the good use of practice system and illustration system.
Why should we use teaching materials well in reading teaching? In particular, why use the writing system well? This is because:
First of all, the text is the main basis for teachers' teaching and the basic tool for students' learning. Without text, there is no landing for what to teach and learn.
Secondly, the texts selected in these textbooks are carefully selected, and both the Chinese content and the Chinese form are quite exemplary.
Thirdly, according to the principle of selecting materials, the selected texts reflect certain scientificity, sequence, interest and operability, and are the concretization of curriculum standards, with goals and authority.
Finally, judging from the contents contained in the text, they are masterpieces of cultural treasures for thousands of years, with extensive and profound cultural values.
To sum up, in order to improve the effectiveness of reading teaching, we must make good use of teaching materials.
Then, how to make good use of the teaching materials in the specific teaching practice? I want to talk about this topic from the following three aspects. First, we should grasp the value orientation of the text; Second, we should explore the language factors of the text; Third, we should handle the relationship between textualization and moderate expansion.
Next, the first aspect is to grasp the value orientation of the text.
Each paragraph carries certain thoughts and feelings, and has its intention and purpose to express. These forms a relatively unique value orientation of the text. When reading and processing textbooks, we should pay attention to the unique value orientation of the text.
First, grasp the dominant tendency of the text.
The connotation of the text is not only rich and colorful, but also explicit. The so-called "a thousand readers have a thousand Hamlets" reflects the richness of the text, but in any case, a thousand can only be "Hamlet" but not "Lin Daiyu", which is the dominant tendency of the text.
There is a text called Last Year's Tree, which tells a story: A bird and a tree are good friends, and the bird goes to singing in the trees every day. Trees stand and listen to birds sing every day. In winter, the birds flew away and promised to sing for you next year. However, when the bird came back the next year, it found that only the root was left. The bird asked the root: Where is the tree? The root of the tree said that the woodcutter cut it down and sent it to the factory. The bird went to the factory again and asked the gate of the factory. The door said to make matches and transport them to the village. The bird went to the village again and asked a little girl sitting by the kerosene lamp. The little girl said that the match was used up and the light lit by the match was still on. The bird stared at the lamp with wide eyes for a while, then sang last year's song to the lamp, and finally watched it for a while and flew away.
When guiding students to interpret the theme of this story, students have their own unique views.
Some said: I realize that we should cherish the friendship between friends.
Some said: I realized that deforestation destroyed the environment and left birds with no shelter. We should protect the environment.
Someone said: I realize that people who cut down trees are hateful, which not only destroys the natural environment, but also destroys the friendship between trees and birds.
Some said: I realized the greatness of trees, and I would rather sacrifice myself for people to light oil lamps.
Some said: I realized that birds are sincere. It went through a lot of trouble to find it, just to promise to sing to the tree.
The teachers all expressed their understanding, affirmation and praise for these students' speeches. His idea is that since the new curriculum emphasizes multi-understanding and respects students' unique experiences, I should give a positive response to students' speeches.
Is multiple interpretation just random interpretation? Can we not talk about principles and dominant tendencies?
In fact, multiple interpretations must be based on the main content of the textbook. First of all, we must focus on the whole textbook. You can't see the forest for the trees, and you can't just catch a little less than the rest. If the teacher says everything right and everything good about the students' unique experience, then this will inevitably lead to students' confusion and loss of correct and comprehensive value judgment.
The views of the above five students, in fact, the views of the second, third and fourth students are one-sided or even wrong. As a relatively complete and independent text, its theme is generally clear. Last year's tree expressed the thoughts and feelings that friends should keep promises. The bird promised to sing for the tree again next year. In order to realize this promise, the bird will find the tree and sing for it anyway.
As for the first and fifth opinions, there is a certain connection with keeping promises, and from a pluralistic point of view, it can also be said that there is some truth. But it is still not accurate enough.
Therefore, to grasp the value orientation of the text, we must first grasp the dominant tendency of the text. Only when the general direction is correct can we respect students' diverse and unique experience and understanding.
Second, grasp the personalized theme of the text
The personalized theme of a text is often produced by comparing it with similar texts. In fact, there are a lot of texts on similar topics in our textbooks. For example, Huang Jiguang, Qiu, my comrades-in-arms, and the Five Heroes of Langyashan are all people who praise the spirit of heroism. It is a story of a small village that shows that environmental protection and nature live in harmony. There is only one earth, and this land is sacred. Touching spring, life, eternal eyes, race against time, courage to spend, etc.
So, since they are all talking about the same theme, do these texts still have independent significance and value? The answer should be yes. Because even words with the same theme have their own personalized themes. For the same theme, each text still has great differences in terms of angle, depth, breadth, thickness and temperature when reflecting the specific connotation.
The article tells such a thing by taking Touched Spring as an example. Blind children can walk around quietly among the flowers. One spring morning, when they were walking quietly in the garden, they actually held a butterfly parked on the Chinese rose in their hands quietly. Finally, in the constant flapping of the butterfly, she quietly opened her hands and released the butterfly. Obviously, Wenjing is a girl who loves life and loves life. Her sensitivity, her spirituality and her seemingly miraculous performance all tell us that silence is a treasure of life. So, where is the personalized theme of this text?
We might as well watch a teaching clip. (e.g. "Touch Spring")
From the teaching clip just now, it is not difficult for us to realize that the teacher firmly grasped the two key words of "surprise" and "look around" which reflect the rich and sensitive spiritual world of the characters, and guided the students to expand their imagination experience, so as to highlight the uniqueness and personalization of this text in expressing the grand theme of cherishing life. First, even blind children have the right to enjoy a better life, as long as they are full of love for life; Second, it is important to enrich your inner world. Only people with sensitive hearts can create their own colorful world. At the end of the teaching, the teacher effectively publicized and emphasized the connotation of the full text from such a unique perspective, thus highlighting the "this one" of the text theme.
In this way, it is not the same as racing against time. That passage repeatedly stressed that everything in time can never be found back, and then warned people to cherish time and life. It is also different from life. Life, life, is a moth struggling in danger, melon seeds growing in the cracks of bricks and an example of the author's tenacious life in a painful place, so as to awaken people's love and reverence for life.
Third, grasp the meaning of the text.
Any understanding is a historical understanding. As an understanding of the text, the same is true. The meaning of the text can only be presented through the situation of our own times. Therefore, it is very important to grasp the value orientation of the text and the significance of the times.
As we all know, the text "The Little Match Girl" has been interpreted as a model of class education for a long time and labeled as exposing the evils of capitalist society. In fact, this not only does not conform to the writer's original intention of creating this fairy tale, but also simplifies and conceptualizes this rich fairy tale, weakening the strength of the humanistic spirit of the work.
Then, in today's era of rapid social and economic development and people-oriented, how should we interpret The Little Match Girl? How to grasp the meaning of this text?
Literary works must be a reflection of a specific era and writer's life experience, although sometimes straightforward and sometimes tortuous, so when we read a text, we can't help but understand the era of the writer's life and his unique life experience. To interpret The Little Match Girl, we first need to look at the background of Andersen's creation of this fairy tale and find the writer's creative motivation.
1848, Andersen traveled abroad. On the way, I received a letter from my friend asking him to write a story according to the pictures in the letter. In one of the photos, there is a beautiful little girl with long blonde hair curled up on her shoulders. She has a lot of matches in her hand, and her poor eyes are wide open, as if thinking about something. Looking at this painting, Andersen can't help thinking of his own life: he was born in a poor family. After his father 1 1 died, his mother remarried, so he had to live alone with his grandmother. Every evening, he looks forward to the beggar's grandmother coming back early. As soon as his kind grandmother came home, she held him in her arms, bringing him warmth and relieving his hunger ... Thinking of this, Andersen wrote this beautiful fairy tale "The Little Match Girl" with her own personal feelings and extraordinary imagination.
In 2004, CCTV went to Denmark to shoot a documentary commemorating the 200th anniversary of Andersen's birth. After in-depth contact with Andersen's literature, director Wang Yue thought: "In The Little Match Girl, Andersen wrote that the little girl missed her grandmother, but in fact this story conveyed his desire for maternal love and family. Andersen/Kloc-left home at the age of 0/4 and never got married, even though his grandmother and mother died. Family ties have been missing for a long time, and I have drifted away from my family all my life. The warmth of family members can only be comforted by fantasy and nostalgia. " We can regard this passage as an understanding of Andersen's motivation to create this fairy tale.
We should also see that the writer's creation is not only the transmission of personal experience, but also has certain social significance. At that time, Denmark was still under the rule of feudal dynasty, and many poor children lived the same poor life as the little girl in the picture in Andersen's childhood. This fairy tale by Andersen not only truly depicts the miserable life of the poor, but also is full of illusions about a better life. Because the author was born in poverty, he deeply felt the inequality between the rich and the poor and the law of the jungle: on the one hand, he was hungry and cold, without joy, and was bullied-the carriage ran rampant and the boy took her slippers; On the other hand, he said, "every window is lit and the street smells of roast goose." Through the glass door of the rich businessman, you can see that the Christmas tree is big and beautiful. The whole work is full of the author's deep sympathy for the unfortunate poor and his sorrow for the unfair society.
But at that time, the author could not find a way to get rid of misfortune. He can only look at the world with sad eyes and think that God is the embodiment of truth, goodness and beauty and can lead people to happiness. The author wrote: "Grandma picked up the little girl and held it in her arms. They all flew away in light and happiness, flying higher and higher, flying to a place without cold, hunger and pain. " (When this fairy tale 196 1 was selected into the textbook, there was another sentence: "-They are with God." We used to interpret this passage as irony, because without God, there could be no cold, hunger and pain in that era, so the little girl died painfully. Today, when we read the text carefully, we will find that we have neglected an important content of the work-the little girl died happily. The author has repeatedly stressed that the little girl died laughing. "No one knows what wonderful things she has seen and how happy she is. She will follow her grandmother to the happiness of the New Year." I think Andersen's original intention is that death can stop the pain, which is a relief for the little girl who lives in pain. Andersen expounded his great compassion with religious ideals. From this point of view, the textbook has been revised many times, and the words about God have been reduced as much as possible. Although it is out of consideration for China's national conditions, it is easy for us to misunderstand this work by Andersen.
After reading the text so carefully, looking back, we can easily find that The Little Match Girl has some epochal significance that we should seriously grasp:
First, it is the feeling of sympathy for the weak and empathy. Today, China is experiencing great development and changes. Generally speaking, China has never been so powerful and people's lives have never been so beautiful. However, China is a developing country. Due to unbalanced development, the gap between the rich and the poor has become a reality, and this phenomenon will continue for a long time. Some children can't go to school because of financial difficulties. On the busy streets of some cities, you can see vagrants and beggars. Faced with this reality, today's children in China should first establish sympathy for the poor and vulnerable groups when reading The Little Match Girl. When I am happy to enjoy my family with my parents, I think that some children are not happy when they lose their loved ones; When I am happy to celebrate the New Year, I think that some children can't go to school because of lack of clothes and food ... and live a well-off life, not forgetting that there are still many poor people in this world. If we can help the poor ourselves, the whole society will be more harmonious and beautiful. I think this is the most important educational significance for children in China today.
Second, don't give up the pursuit of happiness and the yearning for life under any circumstances. Reading The Little Match Girl can't ignore the main part of the fairy tale, that is, the little girl's pursuit and yearning for happiness: she wants to have a warm stove when she is cold, a delicious roast goose when she is hungry, a beautiful Christmas tree when she is unhappy in reality, and no affection in her life ... For children who grew up in poor areas and families, although life is embarrassing, she can't lose her pursuit of a better life. In a popular saying, "at least. We should also strive to reach the living standards of people in economically developed areas. Children in poor areas and families have this yearning and pursuit, and strive to become a reality in their later lives. Today, China is not an illusory dream. This is because we live in different times from the little match girl. In fact, how many people in poverty-stricken areas today have changed their life with their own labor and struggle and embarked on the road to a well-off life. Sadness in the heart is greater than death. If there is no such fantasy and pursuit, that is the real sadness and misfortune.
Thirdly, along this side, we further believe that the road of life is long, and birth, illness and death are always inevitable. In the face of misfortune, people should not be pessimistic and desperate, but should have fantasies and pursuits like a little match girl, and "smile" even when they die. If we can face life with this attitude, we find that the little girl selling matches has higher literary value, because it teaches us a life attitude of facing embarrassment and hardship. Excellent fairy tales can affect a person's life. They are the vivid stories and beautiful images of children, and the spiritual home and ultimate care of adults. This is the eternal power of great writers and immortal works beyond the times.
The second lesson is to explore the language factors of the text.
Mr Lv Shuxiang thinks that Chinese teaching should be two-way. That is, from language to ideological content, and then from ideological content back to language. In other disciplines, language is only the carrier of ideological content, which can be thrown away when used. But Chinese can't be lost, not only can't be lost, but also Chinese itself should be studied and mastered as the teaching goal and curriculum ontology. This is also the characteristic of Chinese subject and the fulcrum of settling down. Therefore, from the perspective of using teaching materials well, a Chinese teacher should have two eyes, one to see the thoughts and feelings of the text, the value orientation of the text, and the content connotation of the text; The other eye is to look at the language of the text itself and pay attention to the existing characteristics of the text, paragraphs, chapters, expressions and language.
First, pay attention to the unique language form of the text.
As we all know, language is a very subtle and subtle existence. Sometimes, the same meaning, different words and expressions, it carries and reveals different feelings and meanings. Therefore, when reading the text and studying the teaching materials carefully, we should pay special attention to those unique and distinctive language phenomena.
For example, the main content of the lesson "Motherly Love" is like this. I want to buy the novel "Young Guards", and I want to go crazy all day. So I went to my mother's work and asked her for a piece of 50 cents to buy books. In the factory, for the first time, I found that my mother was so haggard, worked so hard and the environment was so bad. When my mother gave me a dollar and a half, my nose ached and I ran out. I decided not to buy books, and used the money to buy a can of fruit for my mother. Unexpectedly, my mother scolded me instead. After scolding, I scraped together enough money, and finally I bought the juvenile guards. The story is very plain, without long lyrical words, but it is extremely touching to read.
Among them, when I met my mother in the factory, the author described her manner like this:
Straighten your back, my mother. Turn around, my mother. Above the brown mask, a pair of tired eyes looked at me in surprise. My mother ...
This is a unique language form. So, what is unique about it?
First, "my mother" appeared three times in a row. In fact, according to the usual writing, "my mother" only appears once.
Second, "my mother" is in the back, that is to say, in the back. Usually "my mother" as a modifier of the subject should be said before.
So, according to common sense, this passage can be written like this:
My mother straightened up and turned around. Above the brown mask, a pair of tired eyes looked at me in surprise.
So, what's the difference between these two ways of writing? Why did the author choose this way of writing? Through a close reading of Taste, we can easily find that the first writing conveys some rich and heavy flavors to us:
First, a slow sense of rhythm. This writing is like slow motion in a movie. Every movement and expression of the mother is deeply imprinted in her son's eyes, even in her heart.
Second, the image of suffering. Actually, it's true. Because my mother worked at her desk for a long time, it was difficult and painful to straighten her back and turn around at once. She can only stand up straight and turn around slowly, which shows from another side how hard and difficult it is for her mother to earn money.
Third, the feeling of surprise. As a son, I really saw my mother in the factory for the first time. I saw such a haggard, tired and elderly mother. I can't believe my eyes. Is this my mother? Is this the mother I remember? How can my mother be so thin and so old? "My Mother" three times, there are surprises, doubts, sadness and sighs. Among them, there are too many authors' complicated emotional experiences.
In fact, starting with the unique language form of the text, we can query, analyze, associate and delve into it, so that we can better and more deeply enter the connotation world of the text and observe and understand the deep feelings and implications behind the text.
Forever awe
Awe is a kind of respect attitude towards things in the world. It regulates and guides one's behavior with the lowest moral bottom line, which makes one's