Comprehensive learning fully embodies the basic goal of Chinese subject, that is, to improve students' comprehensive Chinese literacy in an all-round way. In this regard, the curriculum standard clearly points out: "Chinese comprehensive learning is conducive to students' comprehensive improvement of Chinese literacy in independent activities that they are interested in, and it is an important way to cultivate students' initiative to explore, unite and cooperate, and be brave in innovation, which should be strongly advocated." Based on the guidance of this concept, in Chinese teaching, we should fully develop and make use of Chinese education resources in real life, optimize the Chinese learning environment, and build a Chinese education system with links inside and outside the class, communication inside and outside the school and interdisciplinary integration. At the same time, guide students to carry out colorful Chinese practice activities and broaden the content, forms and channels of Chinese learning. Lead students to learn and use Chinese in a vast living space, broaden their horizons, enrich their knowledge and increase their talents.
Comprehensive Chinese learning is a complicated Chinese learning activity. When organizing students to carry out comprehensive Chinese learning, we should pay attention to the following points
First, the comprehensive Chinese learning should be named "Yu", and the purpose of the activity is to improve students' comprehensive Chinese practical ability.
No matter what fields, disciplines and methods are involved, the goal of "Chinese comprehensive learning" is to "devote to the formation and development of students' Chinese literacy" and "improve students' comprehensive Chinese practical ability", rather than to let students master more knowledge of history, geography, biology, information technology, art, music and other disciplines in Chinese classroom.
Chinese comprehensive activities should have their own unique Chinese attributes. Looking at the Chinese Curriculum Standard, we can see that the comprehensive learning of Chinese lies in "broadening the fields of Chinese learning and application, paying attention to interdisciplinary learning and the application of modern scientific and technological means, so that students can broaden their horizons, improve their learning efficiency, and initially acquire the Chinese practical ability needed by modern society." For example, the theme of "the world of horses" allows students to learn, although students are collecting and understanding horses in Chinese characters, horses in historical legends, horses in works of art, horses in literary works and horses in real life.
"Horse in China" needs to consult ancient books, even observe horses in life and understand their living habits, but its purpose is to let students understand the connection between Chinese and life, and to cultivate their ability to read, understand, express and communicate, collect and process information, rather than acquire zoological knowledge about horses.
When we study "horses in historical legends", we don't want students to simply list them, but to help students explore the culture contained in famous horses, such as the "Red Rabbit Horse" in the Three Kingdoms period: "Red Rabbit Horse is a BMW pony brought by Dong Zhuo from Xiliang. In order to win over the young general Lu Bu, Dong Zhuo gave him the horse. Lu Bu killed the original owner Ding Yuan, went to Dong Zhuo's door and became his adopted son. Later, the horse followed Lu Bu and showed great power. But in the White Gate Tower, because of Liu Bei's words, Cao Cao brutally killed Lu Bu, and the Red Rabbit BMW also went to Cao Cao. It is also a coincidence that Guan Yu temporarily took refuge in Cao Cao to protect Liu Bei's two wives. Cao Cao cherished Guan Yu's talent very much. I also want to emulate Dong Zhuo's' BMW for Heroes'. But Guan Yu is not Lu Bu after all. He accepted the red rabbit in order to find Liu Bei faster. Since then, Red Rabbit Horse and Dragon Crescent Moon Knife have become the representative images of Guan Yu. Guan Yu defeated Maicheng and was killed by Wu Dong. The red hare was returned to Ma Zhong. But this time it no longer obediently followed the new owner, starved to death, and followed the old owner Guan Yu. " I designed several links in the teaching process: ① Let students collect stories about "Red Rabbit Horse"; ② Talk about the characteristics of "Red Rabbit Horse"; (3) Let the students write the dying voice of "Red Rabbit Horse"; Ask the students to talk about the enlightenment they get from it. In the process of such activities, the Chinese attributes of the activities are fully considered, and the students' comprehensive Chinese literacy and comprehensive Chinese practice ability are improved.
Second, comprehensive Chinese learning should be closely linked with comprehensive Chinese practice activities to promote the development of students' comprehensive Chinese literacy.
Chinese comprehensive learning is not an ordinary Chinese learning activity. We should fully tap Chinese resources and let students develop Chinese comprehensive literacy in Chinese practice.
Chinese learning resources are very rich. "Curriculum Standards" points out that "reference books, other books, newspapers, movies, television, radio, internet, reports, lectures, debates, seminars, cultural performances, libraries, museums, memorial halls, exhibition halls, bulletin boards, newspaper galleries, various signs and advertisements, etc." They are all Chinese curriculum resources, "natural scenery, cultural relics and historical sites, local conditions and customs, both at home and abroad." This rich resource provides us with countless opportunities to carry out comprehensive Chinese practice activities and guide students to carry out inquiry learning, which increases many opportunities for students to learn and use Chinese, and is conducive to improving students' Chinese ability and cultivating students' comprehensive Chinese quality in many aspects.
Comprehensive practical activities are based on students' direct experience and are closely related to students' own life and social life.
Life embodies the comprehensive application of knowledge, and the comprehensive practice of Chinese is mainly based on investigation, with various forms of expression. Let students pay attention to their own life and social life, let Chinese learning enter life, realize the communication and connection between Chinese teaching and life, and integrate with other disciplines.
1, a Chinese comprehensive practical activity class extended from Chinese class.
After learning the texts of four fables, the students read many such fables: overflow, bow and snake, a leaf blocking their eyes ... Let the students choose their favorite fables, make props and perform in groups. In the preaching activities, some of them explain, some perform and some do actions. These teaching materials are vivid and vivid.
2. Comprehensive Chinese practice activities related to local resources.
Make full use of local natural and cultural resources in comprehensive learning activities. Including local geography, folk customs, traditional cultural production, life experience, etc. We encourage students to experience folk life, such as the "Feel the Nature" activity in Unit 3, Volume 1, Grade 7, and I organize students to go to Fenghui Feng Ming Scenic Area for an autumn outing. The educational goal of this comprehensive study can be divided into three levels: (1) emotional attitude cultivation: let students return to the embrace of nature, immerse themselves in nature, carry out activities around natural mountains, rivers, plants and trees, and get close and beautiful feelings about nature, thus infiltrating the feelings of caring for nature and getting along well with nature into their hearts; At the same time, let the students talk about their ideas about the construction of scenic spots in combination with reality, and cultivate their feelings of loving their hometown. (2) Cultivation of thinking ability: Cultivate students' observation ability, association ability and imagination ability in activities. (3) Language ability training: being able to say and write the observed scenery characteristics and inner feelings and experiences, that is, being able to say the scenery in your eyes and the scenery in your heart. Around these goals, I divided the whole activity into three stages: first, the preparation stage: the teacher clearly put forward the requirements, objectives and methods of the activity, and the students divided into groups to design a carefully designed "autumn outing" activity plan; Second, the implementation stage: the autumn outing will be carried out for half a day as planned; Third, the summary evaluation stage: praise outstanding groups and individuals. On the day of the autumn outing, the students had a sumptuous lunch on the grass, held a landscape poetry reading contest and a photography contest, and recorded the observed scenery on the spot ... This theme activity has strong interest and high enthusiasm, and further cultivated the spirit of cooperation, innovation and competition consciousness in the activity.
3. Comprehensive Chinese practice activities related to social life and natural phenomena.
Life is China's. Finding problems from social life and natural phenomena, carrying out Chinese practice and inquiry learning have realized the internal and external contact, internal and external communication and interdisciplinary integration in Chinese teaching, broadened students' horizons and increased students' practical opportunities to learn Chinese.
News activities at home and abroad. For example, in the "new rural construction", students collected a lot of information through TV, newspapers and the Internet. In the oral communication class, they expressed their opinions: some talked about the significance of the new rural construction, some talked about the changes brought by the new rural construction to their hometown, some talked about what we should do for the new rural construction ... Another example is that Yang Liwei flew into space with Shenzhou 5, sensationalized the world and talked about his own feelings.
Chinese comprehensive practical activities from life. Organize students to carry out "red candle" activities in combination with school holiday education activities, such as Teacher's Day; For example, during the May 4th Festival, the traditional educational activities of "May Blossom" revolution were carried out.
The comprehensive practice of Chinese originates from nature. For example, organize students to carry out activities of "looking for traces of spring".
There are many ways and methods to carry out Chinese comprehensive practice activities and guide students to carry out inquiry learning, which can really mobilize students' initiative to participate in inquiry and help students to carry out independent, cooperative and inquiry learning better. However, teachers should not give students something to do, but should just stand by and watch. It must be an elaborate teaching activity and continuous. Students must be given sufficient preparation time, activity time, report and evaluation time, and teachers should strengthen the management of the learning process. Otherwise, inquiry learning is just a kind of formulation, which can't play a real role. Comprehensive Chinese learning must reflect practicality and promote the development of students' comprehensive Chinese literacy through activities.
Third, a scientific evaluation mechanism should be established to ensure the smooth development of comprehensive Chinese learning.
Evaluation plays a guiding and monitoring role in comprehensive Chinese learning. The purpose of evaluation is to promote the continuous development and improvement of students' Chinese literacy, students' development, teachers' teaching level and school development, make the evaluation process a process of promotion, development and improvement, and actively play the educational function of evaluation. The evaluation of comprehensive Chinese learning should be based on providing opportunities for each student to show themselves and develop themselves, so as to ensure that each student's comprehensive Chinese quality can be improved to varying degrees on the original basis.
The evaluation content highlights the integrity and comprehensiveness. The main points of evaluation are: cooperative attitude and participation attitude in the activity; Whether you can actively find and explore problems in activities; Whether you can actively collect information and sort out data to solve problems; Whether you can form your own assumptions or opinions according to the materials inside and outside the class; Performance of comprehensive application of Chinese knowledge and ability; Display and exchange of learning achievements. In other words, the evaluation should emphasize "four aspects"-process, application, experience and full participation, which fully embodies the integration of "knowledge and ability, process and method, emotional attitude and values" and comprehensively examines students' Chinese literacy.
The evaluation methods should be flexible and diverse, and the evaluation methods should be diversified. The evaluation of Chinese comprehensive learning is not
Evaluation is the same as general Chinese class. Chinese comprehensive learning emphasizes the process, not the result, but learning, not necessarily learning. Therefore, the key to evaluating Chinese comprehensive learning is to pay attention to the process examination, mainly to examine whether students show an attitude of never being satisfied and pursuing Excellence. What kind of experience and experience, as well as initiative and practical ability, should also adhere to students' self-evaluation. Because the whole process of Chinese practice is a process that fully embodies students' subjectivity, and teachers are only students' participants and collaborators, we should adhere to the combination of students' self-evaluation and mutual evaluation in the evaluation system; The combination of teacher evaluation and student evaluation; The method of combining process evaluation with result evaluation.
With the deepening of the new curriculum reform, the unique advantages of comprehensive learning in cultivating students' ability are gradually emerging. As teachers, for the sake of students' development, we should devote ourselves to the new curriculum reform, look at comprehensive learning with new eyes, actively carry out comprehensive learning, appear in students' comprehensive learning activities as instructors, helpers and collaborators, make contributions to students' comprehensive learning and increase their wages.