(A) one-sided view of language-language is a pure tool
Under the guidance of one-sided view of language, some Chinese teachers think that language is a tool, so they regard Chinese class as a typical language tool class or language knowledge class. Chinese teaching is lost in the mud from method to method, from skill to skill: explaining words-segmenting-summarizing paragraphs-summarizing central ideas-summarizing writing skills. The stiff combination of these links constitutes the process of Chinese classroom teaching, and Chinese class has lost the surge of passion and the sublimation of ideas.
(B) One-sided teaching concept-students are the object of teaching
Guided by the blind pursuit of enrollment rate in Chinese teaching, teachers and students are scrambling to engage in "net-pulling" knowledge training for senior high school entrance examination, replacing "real Chinese learning" with a large number of exercises. Curriculum implementation puts too much emphasis on knowledge learning, rote memorization and mechanical training. The flavor of "people", "feelings", "fun" and "taste" in Chinese teaching has disappeared, leaving only the smell of gunpowder for preparation, and students have become props and recipients in class.
In such a Chinese class, how can students not become the "silent majority" and how can they achieve the goal of cultivating students' Chinese literacy?
Second, the new curriculum background calls for the life of Chinese teaching.
The book Learn to Live says: "Our children are divided into two worlds that are not in contact with each other. In a world, children engage in learning like puppets divorced from reality; In another world, he achieved self-satisfaction through some activities that violated education. " There are two contradictions in the teaching of the split between the two worlds: on the one hand, because students have no experience in living in the world, they feel more difficult in the book world, they feel boring, bitter and boring, and they only rely on rote learning; On the other hand, because they are far away from the students' life world, students think that things in the book world are of little use after learning, and naturally they are not interested in the book world.
Chinese comes from life, and Chinese teaching must be closely combined with life. The author believes that only by guiding students to "get in and get out" in reading, realizing the cycle of "life-book-life" in teaching, and promoting the integration of book world and life world, can students realize the responsibility and value of learning Chinese, cultivate students' Chinese literacy and cultivate people with real all-round development.
Third, the strategy of life-oriented Chinese teaching
Chinese is a unique course, because it provides the greatest possibility to be close to students' life. Reading, writing, listening, speaking and speaking originally belong to the form of life and are important channels to realize students' life activities and spiritual activities. Therefore, Chinese teaching can naturally turn listening, speaking, reading and writing into a learning form.
(A) tap the living resources to stimulate students' strong thirst for knowledge.
Teachers can creatively use teaching materials, optimize teaching content and make it more life-oriented. Boldly "delete" the content that has been divorced from life with the passage of time in textbooks; Taking "Chinese events" close to students' hearts in life as a supplement to the teaching content; It can also correctly guide students to read electronic texts, collect information online, send and receive emails, etc. Stimulate students' interest. Let students create and express in life.
(B) Design life-oriented problems to stimulate students' strong interest in learning.
In the "half-acre square pond" of current textbooks, if we can inject "living water" into the new era, students can directly face life, society, ethical philosophy, personal problems and other issues. We can greatly stimulate students' interest and arouse their enthusiasm for learning Chinese. Designing a suitable Chinese classroom with life-oriented problems, the students' positive performance is surprising. Starting from taking care of students in real life, finding problems from the facts and processes that are used to it, and cultivating the awareness of inquiry and the sensitivity of finding problems are good strategies for the life-oriented Chinese teaching.
(3) Creating life-oriented situations to activate students' vivid experiences.
Mr. Wang Shangwen said: "The production and understanding of speech are inextricably linked with people's thoughts, emotions, minds, horizons and life experiences. People and people's hearts will always be the soul of Chinese teaching. " The process of learning Chinese is essentially a process of constantly activating students' life experience. In order to further improve students' Chinese learning experience, teachers need vivid situations. Create a life-oriented situation, so that students can be placed in the life situation constructed by the text and experience the thoughts and feelings of the protagonist or author; Let the students compare the life described in the text with their own life, and deepen their understanding of the text through comparison; Let the students read their own life from the life of the text, and read their own questions and feelings about life.
(D) organize life-oriented activities to enrich students' colorful practice.
The new Chinese curriculum standard emphasizes that practice is the main way to achieve the goal of Chinese education and improve students' Chinese literacy and ability in an all-round way. Teachers can seize the opportunity to guide students to life, organize life-oriented activities, and let them learn and use Chinese in Chinese practice. Let society become a paradise for students to learn Chinese. Let students learn Chinese in nature and use Chinese in social practice. For example, teachers can organize a social survey with the theme of environmental protection, so that students can go deep into the society to observe the survey and write propaganda manuscripts.
Fourth, the significance of life-oriented Chinese teaching
Life-oriented Chinese teaching, we can't simply understand that all teaching contents must be consistent with students' real life, and not all teaching must start with students' life experience. Life-oriented Chinese teaching originates from life and is based on life, but it cannot be limited to life.
Life-oriented Chinese teaching has adapted to the requirements of the new curriculum reform, which not only satisfies students' current real life and experience of the world, but also allows students to transcend their own living environment and experience limitations, helping students to understand a broader life and create a new life.